The principal aim of this study was to examine student teachers’ perceptions of their growth during one year of pedagogical instruction and practice teaching, with regard to three categories of knowledge: personal growth, the growth of pedagogical knowledge, and the growth of content knowledge. The study has focused on the following questions: 1. Have the student teachers perceived a process of growth, and if so, in which dimensions of the categories of knowledge? 2. Has the process of growth been perceived in all categories of knowledge simultaneously? The research tools included the “Wheel of Growth” from coaching models, discourse analysis, and statistical and descriptive analysis. Findings indicate significant changes in all dimensions of knowledge during the year, a fact which reflects a significant growth. Findings also yielded significant correlations among the three categories, a fact which indicates that the process has occurred simultaneously in all categories of knowledge. It is recommended that the research be replicated in further contexts.
|Keywords:||Student Teachers’ Perceptions, Content Knowledge, Pedagogical Knowledge, Personal Growth, The Wheel of Growth|
Lecturer, Re-Training Teacher Education Programme, English Department, Kibbutzim College of Education, Tel Aviv, Israel
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