ABSTRACTSelf-directed learning and self-assessment require student responsibility over needs, goals, processes, outcomes. However, this student-led can be challenging to achieve in a classroom limited by one-to-many teacher-led instruction. We, thus, have designed prototyped generative artificial intelligence chatbot application (GAIA), named TeacherGAIA, that used asynchronously support students their self-directed outside the classroom. We first identified diverse constructivist approaches...

<span>The focus of this paper is to present the major qualitative findings from a one year, mixed methods study that explores cohort preservice teachers' process learning teach with information and communication technology (ICT) across their teacher preparation program in Singapore. This suggests variation competency, stances, decision making actions using ICT for classroom teaching learning. The majority participants seemed be unable translate into practice increased technological...

As part of a two-year, mixed methods study, the focus this paper reports qualitative findings that are related to nine beginning teachers' learning teach with Information and Communication Technology (ICT) during their first year teaching. It aims explore how these teachers deepen understanding performances technology integration in year. They demonstrated consistent, varied perceptions, frequency ways using ICT for classroom teaching from initial teacher education developed diverse...

The purpose of this paper is to investigate the beginning teachers’ perceptions pedagogical knowledge and skills in teaching Singapore. Data was collected from teachers at three time points: exit point teacher education programme, end their first year third teaching. In study, focus examine development following related factors: lesson planning, classroom management instructional strategies. results showed that increased significantly, but different rates, all factors It suggested learning...

The purpose of the study is to explore student teachers' intentions and actions in technology integration their classrooms. A postgraduate teacher education cohort 118 Singapore teachers participated study. results suggested that showed positive integrate facilitate student-centered learning future teaching. However, they reported were more likely use as a supporting instructional tool during teaching rather than using promote learning. Qualitative findings from 10 purposefully selected...

<span>This paper reports one major finding from a large two-year, mixed-methods study that investigated the process of beginning teachers' learning to teach with information and communication technology (ICT). Among ten participants involved in qualitative portion study, three stood out rest their effort use ICT student-centred teaching approaches translating constructivist orientation learned university into classroom practice. They began develop leadership potential influence peers...

<span>The purpose of this paper is to present the qualitative findings relating fourteen preservice teachers' development and translation their technological pedagogical knowledge (TPK) into classroom practices throughout first year teacher preparation program. It was found that all participants demonstrated a gain in both knowledge, registered positive changes beliefs using information communication technology (ICT) engage students active meaning making after an ICT course...

This paper examined undergraduate pre-service teachers' perceptions of their expectations, fulfilment these expectations and the relevance coursework for classroom practices during three different practicum attachments. These aspects were assessed using questionnaires implemented at end each attachment. One-way ANOVA with repeated measures was used to compare 76 responses. The results showed significant differences in across Pairwise t-test comparisons also found some between findings study...

The purpose of this study was to investigate if there were differences in the levels pedagogical knowledge and skills as perceived by student teachers who enrolled Primary Secondary Post Graduate Diploma Education programme at National Institute Singapore. 170 426 participated study. results showed that no significant beginning between two cohorts. However, groups end programme, with tending perceive themselves gaining more their initial teacher preparation than teachers.

Abstract This study investigated preservice teachers' perspectives of integrating music in their third year a childhood teacher education program. Preservice teachers were enrolled multidisciplinary course which they learned about and had opportunities to implement such knowledge into practical teaching. One hundred sixty program from an urban public university participated the study. They wrote reflective journals every week also filled out surveys at beginning end course. Quantitative...

This paper reports the cross-validation of factor pattern Perceptions Knowledge and Skills in Teaching (PKST) survey, which was used to assess self-perceived pedagogical knowledge skills pre-service beginning teachers. The sample comprised 323 teachers enrolled a 1-yr. post-graduate teacher education program Singapore. survey had 37 items distributed across six scales: student learning, lesson planning, instructional support, accommodating diversity, classroom management, care concern. A...

The purpose of this study is to investigate the development student teachers' intentions and practices in integrating Information Communication Technology (ICT) into teaching. Data was collected before after ICT course on their use future teaching, two practicum school attachments find out during results showed that integrate JCT were positive course. There a significant decrease as an administrative tool learning first attachment. However, there increases second teachers also reported...

Little published research has investigated how students interact with authentic audiences. By conducting a two-year classroom-based intervention 617 from three government-aided primary schools in Singapore, this study examined the effect of socio-cognitive and motivation-and-learning (SCML) approach on students' writing real audience classroom context. Data included student compositions peer feedback via Padlet, web app that enables users to post notes digital wall. Findings showed there was...