Discerning beginning teachers conceptions of competence through a phenomenographic investigation

Swee, Pauline Choo Goh

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Type :	Article
Subject :	LB Theory and practice of education
ISSN :	2232-0458 /eISSN 2550-1771
Main Author :	Swee, Pauline Choo Goh
Additional Authors :	Kung, Teck Wong
Title :	Discerning beginning teachers conceptions of competence through a phenomenographic investigation
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Place of Production :	Tanjong Malim
Publisher :	Fakulti Pembangunan Manusia
Year of Publication :	2014
Notes :	Vol. 4 No. 1 (2014): Journal of Research, Policy & Practice of Teachers & Teacher Education (JRPPTTE)
Corporate Name :	Perpustakaan Tuanku Bainun
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Abstract : Perpustakaan Tuanku Bainun

The research reported here investigates variation in beginning teachers_ early experiences of their own teaching competency. A phenomenographic research approach was used to show the qualitatively different ways teacher competence was understood amongst beginning teachers in Malaysia. Phenomenographic interviews were conducted with 18 beginning teachers who had started full time teaching for between 1-3 years. Analysis revealed that beginning teachers _saw_, _understood_ the conceptions of competency in five different ways: i) the ability to manage classroom and student behavior, ii) a strong knowledge of the subject content, iii) the ability to reach out for assistance and support, iv) understanding the students they teach, and v) possessing values of professionalism. The relationships between these different ways are represented diagrammatically. This investigation gives an insider_s perspective a strong voice of what constitutes teacher competence, as well as illustrates that if teacher competence is to be used for any articulation of teacher standards, the term must be carefully defined through the help of the group most affected by any judgements of their competency to avoid misunderstandings, unhappiness and discontentment. Keywords: Standard Guru Malaysia; teacher education; phenomenographic research.

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