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Lim-Ratnam, Christina
Preferred name
Lim-Ratnam, Christina
Email
christina.ratnam@nie.edu.sg
Department
Policy, Curriculum and Leadership (PCL)
Personal Site(s)
ORCID
3 results
Now showing 1 - 3 of 3
- PublicationOpen AccessExamining teachers’ conceptions and use of reflection to understand their practice(National Institute of Education (Singapore), 2021)
;Tay, Lee Yong ;Tan, Liang See; ;Ong, Monica Woei Ling ;Chua, Puay Huat ;Tan, Jing YiThaslim Begum Mohamed Aiyoob200 337 - PublicationEmbargoApplying Q methodology to understand priorities in profiles of teacher reflections(Elsevier, 2022)
; ;Tay, Lee Yong ;Tan, Jing Yi ;Ong, Monica Woei LingThaslim Begum Mohamed AiyoobThis study demonstrates the use of Q methodology as a suitable approach to distinguish salient groups of reflections, giving insights to what the teacher participants prioritize. Revealing priorities may help identify teachers' core concerns, and what practical and professional knowledge could help them in their daily practice. Core concerns of the teacher participants uncovered in this study were: the needs of learners, the nature of mathematics, and activities that are pedagogically appropriate. A discriminating factor among the three profiles had to do with whether the teachers were teaching in primary or secondary schools.Scopus© Citations 2 110 2 - PublicationOpen AccessValidity and reliability of an English translation of the Teacher Metacognition Inventory (TMI) with mathematics teachers in Singapore(Springer Nature, 2021)
;Tay, Lee Yong ;Tan, Liang See ;Tan, Jing Yi ;Thaslim Begum Mohamed Aiyoob ;Ong, Monica Woei Ling; Chua, Puay HuatThe purpose of the study was to examine the validity of an English translation of the Teacher Metacognition Inventory (TMI) originally developed by Jiang et al. Teaching and Teacher Education, 59, 403-413, (2016) in China with a sample of mathematics teacher in Singapore. A total of 436 valid responses were collected from primary and secondary female and male mathematics teachers with various degrees of experience. This inventory measures teachers’ metacognitive knowledge about self and pedagogy, regulation on planning and monitoring, reflection and experiences. Whereas the original inventory had six dimensions and 28 items, a better fit was found with seven dimensions and 26 items. The extra dimension reflected a split of Teacher Metacognitive Experiences into positive and negative ones. The seven-dimension structure had good reliability and validity. The instrument was also invariant across gender, level (i.e., primary and secondary school teachers) and years of experience. Together, the results suggest that the TMI was an effective instrument and could be used to assess teacher metacognition in educational settings or for teachers to reflect on their metacognition and metacognitive practice, as suggested by the original developers of the scale.WOS© Citations 3Scopus© Citations 3 345 160