技术与教育的融合日益密切，国际中文教育的数字化进程也逐步加快，视频已经成为国际中文教学的重要工具和资料。但是，现存的许多国际中文视频课程质量参差不齐，许多视频创设者由于语言习得理论薄弱、教学方法单一、技术支持不足以及无法将其巧妙结合应用等原因，对教学视频的设计和规划存在问题。

因此，本文以TPACK框架,即Technological Pedagogical Content Knowledge framework——技术教学法学科内容知识框架为指导，从学科内容知识(CK, Content Knowledge)、教学法知识(PK, Pedagogical Knowledge)、技术知识(TK, Technological Knowledge)、技术学科内容知识(TCK, Technological Content Knowledge)、技术教学法知识(TPK, Technological Pedagogical Knowledge)、教学法学科内容知识(PCK, Pedagogical Content Knowledge)以及共同组成的技术教学法学科内容知识(TPACK, Technological Pedagogical Content Knowledge)共同体这七个组成部分入手，对选取的国际中文教学视频课程进行描述、统计和分析，探索各部分相互作用对教学产生的影响。通过案例分析和统计分析的研究方法，分析中文视频课程内容设计需考虑的要素，整理教学法的应用，优化教育技术对视频呈现的支持，探索创设高质量国际中文视频课程的设计原则，推进国际中文教育数字化领域的发展。

本文通过对中文联盟出品的YCT标准课程(4级下)[英文版] 中43个视频进行转录、统计和批判性分析，讨论视频课程创设的框架和原则，总结出创设优质国际中文教育视频课程的建议，以期对教学有帮助。本研究突出基于实践和现况分析探索的价值，为创设优质的国际中文视频课程提供见解和方法。

This study explored the predictive relationship between autistic working adults’ individual characteristics (i.e., gender, age at the start of employment, highest education level attained, and presence of other mental disorders) and the length of their employment periods, with a particular interest of their employment status at the 12-month time point, otherwise termed ‘employment sustainability’. It also further explored how their pre-employment levels of independence in various soft skills, namely, their work habits, self-management, communication and interaction skills, and independent functioning, may predict employment sustainability. The aim of the study was to determine if there were any identifiable traits or pre-employment skills autistic individuals possess that may indicate longer employment periods, which was positioned in this study as a measure of employment success in autistic adults.

Pre-enrolment assessment data collected by a local vocational agency, using a standardized assessment checklist, otherwise known as the E2C Vocational Assessment Soft Skills Checklist (EVASSC), on a total of 185 (146 male, 39 female; mean age: 25.5 years) job-matched autistic clients was analyzed. Based on the results, this study did not find any significant relationship between autistic employees’ demographic variables and the length of their employment periods. While the overall model for demographic variables as predictors was non-significant, it was found that the presence of other mental disorders significantly predicted clients having difficulty maintaining employment within their first 12 months. Additionally, this study found that autistic clients’ soft skills pre-employment was a significant predictor of employment sustainability. Specifically, the higher level of support autistic clients required pre-employment in the soft skill domain of independent functioning, the longer they remained in their vocational positions.

These results thus have implications on the screening of potential autistic employees, in that their skillsets should take priority over individual characteristics when considering them for hire. The findings also inform a need for mental health services in vocational rehabilitation of autistic employees, as well as more refined processes in promoting career progression in autistic adults with higher levels of independent functioning.

This study questions how “Malay/Muslim” identities have been constructed through Singapore’s multicultural education. Importantly, this study is influenced by the critical perspectives of Foucault, using Omi and Winant’s (1986) Racial Formation Theory as the overarching conceptual framework. These allow an assessment of the nexus and direction of power governing the construction of “Malay/Muslim” identities across the macro-, meso- and micro-levels - while taking into consideration Singapore’s wider educational and sociopolitical contexts.

A qualitative case study approach was used, with data collected from: (1) Qualitative semi-structured interviews; (2) Document analysis; and (3) Field-notes. Foucauldian Discourse Analysis was the preferred method of analysis, assessing power from the structuralist and poststructuralist perspectives. Based on the findings and analyses derived, this study argues that constructions of “Malay/Muslim” identities within Singapore’s multicultural education have largely taken place: (i) Through the (Re)production of “Racial Common Sense”; which take place (ii) Within Neoconservative Racial Projects.

This is a qualitative study which explores teachers’ conceptions of meaningful social science (MSS) and their conceptions of the knowledge, skills, and dispositions (KSD) needed to teach MSS. Teacher standards in India, which are designed in generic, subject-free, and linear terms, form the backdrop of this study. The conceptual framework positions the teacher as a “silent witness” in policy discourse. However, teachers are “overlooked knowers”, who are anchored to subjects and have distinct perspectives of their work. This can significantly impact the effective implementation of educational reform.

This study reports the findings of 28 social science teachers from Bengaluru, India. Each of them participated in three semi-structured interviews. Written and graphical elicitation tasks, transcribed interview data, and curriculum documents on social science serve as primary and secondary data collection.

The findings are as follows: teachers’ conceptions of MSS reveal five orientations: Conservative, Normative, Pragmatic, Humanistic, and Transformative. Teachers’ conceptions of MSS subscribe to social education with a functional character. Orientations reflect teachers’ preferences through the selective (re) activation (Emirbayer & Mische, 1998) of their career trajectories, personal motivations, and the constraints and enabling aspects of their milieu. It displays qualities of reaction, response, and adaptation which are not premeditated or explicitly anticipated. Teachers’ subject conceptions uncover how cognitive conceptions blend with projections of embedded images of self, and the relationship between the two.

Teachers’ conceptions of knowledge are grouped into five main categories: (a) subject related facts and information (b) subject content knowledge (c) subjective knowledge (d) knowledge of learners and (e) knowledge for teaching. Conceptions of skills comprise (a) instructional didactic, (b) instructional experiential, and (c) instructional inquiry skills. Conceptions of dispositions are classified as: (a) intellectual dispositions (b) social and emotional dispositions and (c) personal values. Conceptions of KSD are arrayed into four “Constellations of Practice”: Protean, Formalistic, Design, and Personalistic. Teachers’ conceptions of KSD are multivalent and not static, and are assigned asymmetrical priorities. In doing so, they rely more on personal interpretations and practical experiences, and less on curricular expectations.

The findings are discussed in the context of teacher standards. Firstly, a cautionary note is issued for generic standards as it further threatens a marginalised subject like social science, by rendering invisible the rich expressions of subject conceptions, which showcase teachers’ embedded images of self. Secondly, constellations of practice indicate decentred and diffused ways to examine teacher practice, in contrast to universally-worded standards. Finally, while standards tend to be linear and static, teachers’ subject conceptions, and their conceptions of KSD to teach their subjects help us understand how they sieve subject matter, which substantiates their professional and personal identities. The conceptual framework is revisited by demonstrating that standards are a project of re-socialization where teachers are asked to adopt new KSD as part of their assigned professional identity. This urges us to interrogate the internal world of teachers and place them at the centre of the teaching learning process. It underscores the need for policymakers to engage with teachers in constructive ways to understand their lived experiences.

Emergent curriculum can be misconstrued as a liberal approach where children are given absolute agency and control over the curriculum. To the contrary, emergent curriculum planning and teachers’ contributions are just as important in this co-constructivist model of teaching and learning. Unfortunately, the struggle of reconciling the child-centered philosophy with adult agendas presents an oxymoron at the heart of this complex approach: planning for unpredictability. The review of existing literature rendered a framework of six possible entry points, or starting points, for emergent curriculum planning. Teachers’ concerns, decision-making, and priorities pertaining to these initial choices are of importance as they define the direction the curriculum can take. Understanding teachers’ priorities and concerns when choosing entry points for emergent curriculum planning will aid teachers, curriculum specialists and educational leaders in their efforts to understand the degree of authenticity in their program’s delivery of the emergent approach, as well as the impact of teachers’ priorities and concerns on the emergent curriculum planning. To explore the nature of teachers’ decisions behind emergent curriculum planning, the aims of this research were to (a) synthesize a comprehensive framework of entry points to emergent curriculum planning; (b) uncover and explore teachers’ priorities when choosing entry points for emergent curriculum planning; and (c) uncover and explore teachers’ concerns when choosing entry points for emergent curriculum planning.

Q methodology was primarily chosen due to its demand for individual teacher participants to systematically rank the perceived likelihood of various entry points in the process of constructing a curriculum, specifically within the context of an emergent approach. This ranking process was facilitated through a forced distribution matrix, thereby promoting a structured examination of the participants' beliefs, values, and present circumstances with regard to curriculum development.

The subsequent application of statistical factor analysis resulted in the identification of three distinct clusters, or shared viewpoints on the emergent curriculum planning priorities: Child-Teacher Dichotomy, Process-Demands Moderation, and Policy Imposed Pedagogy. Subsequently, the data obtained from post-sort interviews played a crucial role in providing valuable insights that contributed to a comprehensive description and explanation of the decisions and priorities inherent to each identified cluster.

This chapter seeks a nuanced path towards music education as/for sound citizenship. Guided by R. Murray Schafer (Soundscapes), and Pauline Oliveros (Deep Listening), the chapter posits that arts educators can encourage people's creative potential by making them aware of and exploring their immediate sound worlds and environments. They can further create their own sound works while making critical judgments that may lead to improvements to the soundscapes of the world. Sound citizenship is an aspirational proposition. It is defined as an encouragement of sound awareness in the hearts and minds of students towards an empathic and developmental view of social and cultural equity. This leads to artistic resonances that can project and activate sound living in a safe and sustainable environment. Sound citizenship also takes on the intercultural space, where the encouragement of deep listening and critical dialogue will enable the creation of more collaborative and cooperative cultural environments (Walser, 2000). This chapter analyses two cases to argue for a pragmatic approach to sound citizenship. It provides explicit examples of how sound citizenship can be activated in the spaces of general arts education in the context of Singapore. It further draws implications for arts teachers and practitioners in furthering sound awareness for students towards creating artistic responses to social and cultural issues in their immediate environment and beyond.

There is an argument that a high school geography teacher should have a university degree in geography. By the same logic, must all sustainability teachers have a degree in Sustainability or a related discipline? Perhaps this argument assumes that subject matter knowledge and disciplinary ways of thinking have a direct impact on a teacher's classroom instruction and assessment about sustainability. This chapter examines the nexus between subject matter knowledge and pedagogical practices through the lens of (Shulman, Educ Res 15:4–14, 1986) idea of pedagogical content knowledge (PCK). Through a meta-analysis of the literature in selected environmental and geographical education journals, the discussion will consider how subject matter knowledge affects teachers’ choices and subsequently their classroom practices using the (Lambert and Morgan. EBOOK: Teaching Geography 11–18: A Conceptual Approach. McGraw-Hill Education, UK, 2010) curriculum-making model. Sustainability education should not only focus on raising awareness or instilling knowledge but also on the development of skills and behavioral changes that contribute to sustainable development. As a result, classroom instruction, or how it is taught, and assessment become important factors to consider in ensuring that knowledge, skills, attitudes, and behavioral changes that promote sustainability are learned.

The COVID-19 pandemic continues to impact lives worldwide, long beyond its initial wave of infection and emergency responses. Alongside health concerns are impacts to education pertaining not just to learning loss but also to paradigm shifts and other social and psychological effects. These include long-term shifts to curriculum and pedagogy, disproportionate effects on vulnerable populations, and ripple effects on mental health and wellness. Policymakers are prompted to rethink perspectives in education to accommodate the aftermath of the pandemic. This chapter will address Singapore’s endemic approach to public health and education, a couple of years after the start of the pandemic. The nature of our chapter is to share the Singaporean experience, which represents an Asian perspective that is someone unique in its context. Singapore continues to draw from the principles of science and social responsibility, which were the bedrock of its effective response efforts in early pandemic times. This resulted in high vaccination rates and strong research and development efforts to cushion the impact of growing infection rates, allowing citizens to continue with their daily routines with as much normalcy as possible. In education, Singapore experienced two rounds of home-based learning for students in April 2020 (lasting 28 days) and May 2021 (lasting 9 days), in tandem with national lockdowns. In-person lessons resumed after each round of home-based learning, alongside growth in digital innovation in a ground-up manner, due to the autonomy afforded to schools by ministry leadership. This helped optimize learning in the increasingly digital environment where blended learning models became commonplace. On the other hand, prominent issues related to inequity and mental health became forefront concerns and areas of development. Our chapter will discuss how educational policy will benefit from shifting priorities moving forward. We propose that an ecological perspective will be advantageous for the education sector, helping us to understand education and learning beyond school walls. We conclude the chapter by discussing future challenges and insecurities that Singapore will have to overcome.

Sport coaching literature reveals that the design and delivery of coach education and development programs for Asian coaches should consider careful customisation to support their professional growth and learning. In particular, Asian coaches have unique ways of coaching and learning and hence, it is important to examine the factors that contribute to this uniqueness. There is also a trend in Asia for coaches to move beyond local shores to pursue coaching and development opportunities. In tandem with this, coach education and development programs in Asia have a great responsibility to support the professional growth and learning of Asian coaches. In this chapter, we aim to: a) provide a snapshot of sport and coach education and development in Asia; b) discuss some of the characteristics of Asian coaches and the factors that influence their learning; c) examine and discuss the coach education and development systems of two Asia countries (Singapore and Japan) in more detail; and d) provide some strategies for coach education and development systems to enhance the professional growth and learning of coaches that have relevance both within and outside of Asia. Consequently, we argue that coaches and coaching scholars throughout Asia have much to contribute to taking coach education and development to new heights internationally.

(Asian) Dramaturgs’ Network: Sensing, Complexity, Tracing and Doing explores the histories, stories, and practices of the Asian Dramaturgs’ Network (ADN), a network of dramaturgs, performance makers, cultural producers and performance scholars in the wider Asian region that has been active since 2016. It explores two questions that have emerged through ADN dialogues and events. Are there Asian or Asia-based dramaturgies of practice and performance? And how does one write about these within contextually grounded frames, moving beyond Eurocentric paradigms?

In selected essays, extracts from presentations, case studies and critical reflections, the collection explores the story of ADN, and the future of dramaturgy in and for performance in the region. It makes a strong case for rigorous and vibrant dramaturgical thinking, and is an open invitation for further dramaturgical work, opening up sustainable spaces for thinking and doing dramaturgy in the region.