Table 1. Sample items of factors and their description Factor Factor description Sample items Factor 1: Student learning Facilitating students’ thinking and learning • Infusing critical thinking appropriately into the lessons • Facilitating and stimulating thinking among students Factor 2: Lesson planning Planning lessons using appropriate strategies to meet students’ needs • Choosing appropriate teaching strategies for teaching particular topics • Planning lessons that take into consideration the different abilities of students Factor 3: Instructional support Selecting appropriate resources and assessment modes to support instruction • Acquiring appropriate teaching materials for my lessons • Using appropriate forms of assessment Factor 4: Accommodating diversity Catering to students’ different needs • Responding sensitively to different student needs • Using evaluative feedback to assist students in their progress Factor 5: Classroom management Managing student behaviours and discipline • Managing students with behavioural and learning problems • Using appropriate strategies to monitor student behaviour Factor 6: Non-teaching duties Providing for the holistic development of students • Showing concern for the holistic development of students • Managing Co-curricular activities Table 2. Beginning teachers’ perceptions of knowledge level at graduation and after their first year’s teaching experience (*p-value < 0.05 level). Factors Graduate from Teacher Prep After one year of teaching T Student Learning 3.66 3.64 0.85 Lesson Planning 3.68 3.72 -1.40 Instructional Support 3.75 3.80 -2.09* Accommodating Diversity 3.56 3.63 -2.40* Classroom Management 3.51 3.63 -4.14* Non-teaching Duties 3.70 3.74 -1.50 Table 3. Beginning teachers’ perceptions of skills level at graduation and after their first year’s teaching experience (*p-value < 0.05 level). Factors Graduate from Teacher Prep After one year teaching T Student Learning 3.53 3.57 -1.19 Lesson Planning 3.57 3.63 -2.35* Instructional Support 3.71 3.78 -2.86* Accommodating Diversity 3.54 3.61 -2.60* Classroom Management 3.33 3.50 -4.29* Other Non-teaching 3.63 3.69 -1.86 References Bezzina, C. (2006). Views from the trenches: beginning teachers’ perceptions about their professional development. Journal of In-Service Education, 32(4), 411-430. Darling-Hammond, L. (1999). Teacher recruitment, selection, and induction. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession – Handbook of policy and practice. San Francisco: Jossey-Bass Publishers. Delgado, M. (1999). Lifesaving 101: How a veteran can help a beginner. Educational Leadership, 56, 27-29. Elliot, B., & Sinlarat, P. (1999) Social dilemmas as a source of ongoing teacher development. Paper presented at the ECER 1999 Conference, Lahti, Finland. Farrell, T.S.C. (2003). Learning to teach English language during the first year: Personal influences and challenges. Teaching and Teacher Education, 19, 95-111. Huberman, M. (1989). The professional life cycle of teachers. Teachers College Record, 91(1), 31-57. Kane, R.G., & Russell, T. (2003). Reconstructing knowledge in action: Learning from the authority of experience as a first-year teacher. Paper presented at the 11th ISATT Conference, Leiden, The Netherlands. Schuck, S. (2003). Getting help from the outside: Developing a support network for beginning teachers. Journal of Educational Enquiry, 4(1), 49-67.