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Tricia Seow
Preferred name
Tricia Seow
Official Name
Seow, Ing Chin Dorothy Tricia
Email
tricia.seow@nie.edu.sg
Department
Humanities & Social Studies Education (HSSE)
Personal Site(s)
ORCID
17 results
Now showing 1 - 10 of 17
- PublicationOpen Access
42 90 - PublicationOpen Access
123 121 - PublicationOpen Access
66 71 - PublicationOpen AccessTowards transformative pedagogies for sustainability education(National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2022)
;Tan, Qian Hui53 227 - PublicationOpen Access“There is no easy solution": Singapore teachers’ perspectives and practice of climate change education(2014)
; Ho, Li-ChingThis qualitative study examines what six geography teachers in Singapore schools believe to be the purpose of climate change education, and how this influences their practice. A key finding of this study indicates that teachers oriented their practice around their belief that the aim of climate change education was to instill environmental values or critical thinking in their students. The belief in the purpose of climate change education was more influential compared to other factors such as the national curriculum, the school context, or their knowledge of climate change.200 721 - PublicationOpen AccessDeveloping my groupwork buddy for geography (MGBGeo)(National Institute of Education (Singapore), 2021)
; ;Hong, Helen; 136 96 - PublicationOpen AccessField inquiry for Singapore geography teachers(2010-11)
; Vietnam’s tourism industry has high growth potential with forecasts of double digit growth in the next few years, as the tourism industry contributed more than 13% of its GPD even during the global economic recession in 2009 (RNCOS Market Research, 2010). With this unprecedented rate of growth in the tourism industry, two important questions arise. What are the causes of this growth and what is the impact of this growth? The Singapore Teachers’ fieldtrip offers opportunities for teachers to deepen their content and contextual understanding of Hanoi, as well as a chance to foray into conducting field based enquiry. In Singapore, a revised Geography syllabus will be implemented for the GCE ‘O’ levels in 2013 for Secondary 3 students. A key feature of this revised syllabus is the use of an enquiry approach in the teaching and learning of Geography to engage independent learning, critical thinking, reflective thinking and enquiry. In particular, the “enquiry approach” proposed in this revised syllabus is contingent on both fieldwork and classroom learning. This workshop draws on the experience in the field to advance the discussion on the enquiry process.158 197 - PublicationRestrictedUnderstanding teachers’ knowledge and practice of lower secondary geographical investigations(Office of Education Research, National Institute of Education, Singapore, 2020)
; Irvine, Kim N.The current syllabuses for geography place an emphasis on Geographical Investigations (GI)/ fieldwork to give students opportunities to appreciate the real world application of geographical knowledge and skills, as well as to help them acquire 21st century competencies. To better support teachers in conducting meaningful and purposeful fieldwork, we need to identify strengths and gaps in teachers’ knowledge and the ways they apply their knowledge in their practice. As such, we employed a qualitative case study approach to gain an in-depth understanding of teachers’ knowledge and its relationship to their practice of fieldwork.76 4 - PublicationOpen AccessContext and embodiment: Investigating the subject conceptions and practice of pre-service geography teachers in Singapore(2009)Research on teachers' subject conceptions of geography has contributed to a better understanding of how teachers perceive geography, and has explicated the relationships between teachers' conceptions and their practice. However, such research tends to neglect two important influences on teachers' subject conceptions and classroom practice: power structures and embodiment. The paper argues for an interrogation of the influence of power structures on the way pre-service secondary geography teachers in Singapore think about the subject, and how they teach it. In addition, this article also articulates the importance of considering the ways in which bodies are implicated in the construction of conceptions of geography, as well as in notions of how to teach it effectively. An analytical framework that incorporates power structures and embodiment into a study of pre-service teachers' subject conceptions and teaching practice is suggested as a means of integrating these two elements within research in this area.
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