Conceptions of Knowledge Creation, Knowledge and Knowing: A Phenomenography of Singapore Chinese Language Teachers

ISBN-13: 9789811535666 / Angielski / Miękka / 2021 / 191 str.

Yuh Huann Tan; Seng Chee Tan

Spis treści

Chapter 1. Why a Study on Teachers’ Conception of Knowledge Creation.- Chapter 2. Understanding Knowledge Creation.- Chapter 3. Understanding Personal Epistemology.- Chapter 4. Designing the Phenomenographic Study and Constituting the Outcome Spaces.- Chapter 5. Teachers’ Conceptions of Knowledge and Knowing.- Chapter 6. Teachers’ Conceptions on the Phenomenon of Knowledge Creation in General.- Chapter 7. Teachers’ Conceptions on the Phenomenon of Knowledge Creation in Education.- Chapter 8. Discussions on Teachers’ Conceptions on the Phenomena of Knowledge, Knowing, and Knowledge Creation.- Chapter 9. Conclusions.- Appendix A: Interview Questions and the Translations in Chinese.- Appendix B: A Simple Transcription Scheme.

O autorze

Dr Tan Yuh Huann is the Head of a Department overseeing curriculum innovation and pedagogical excellence at the Yusof Ishak Secondary School under the Singapore Ministry of Education. His research interests span the fields of computer-supported collaborative learning, second language acquisition, personal epistemology, knowledge creation in education, and teachers’ professional development.

Dr Tan Seng Chee is an Associate Professor with the Learning Sciences and Assessment group at the National Institute of Education, Nanyang Technological University. His research interests include integration of technologies into education, computer-supported collaborative learning, and knowledge building.

Blurb

This book responds to calls for further advancing knowledge creation in schools. It examines sixteen Chinese Language teachers from Singapore, since language teachers are primarily responsible for the basic literacy that is the foundation of students’ lifelong learning. Positing that people’s cultural beliefs and the language(s) they use are inseparable, the book argues that Chinese language teachers possess a unique understanding of the various phenomena that reflect the influences of Chinese culture by virtue of the language they speak and teach. For the purposes of the investigation, it employs phenomenography — a methodology aimed at finding and systematising how people interpret the world around them — to determine and describe Chinese language teachers’ conceptions of these phenomena.