Now showing 1 - 10 of 23
  • Publication
    Restricted
    A meta-analysis study of the implementation of flipped classroom and teachers’ and students’ attitude
    (2020)
    Farah Syafiqah Johari
    ;
    The flipped classroom approach is an instructional approach that incorporates computer-based learning outside of classroom and collaborative learning in the classroom (Bishop & Verleger, 2013). In this approach, teachers prepared resources on specific concepts and content that they would like to teach the students by integrating the use of technology. Students, on the other hand, would be assigned to complete certain tasks such as viewing videos, PowerPoint slide and online assignment via the Learning Management System (LMS) portal before coming to class. In this way, students can learn at their own pace until they are able to grasp the content. Therefore, this research would firstly, find out how schools implemented the flipped classroom. Secondly, this research aims to find out the strengths of the flipped classroom in terms of students’ performance, students’ attitude and teachers’ attitude. Thirdly, this research also aims to find out the challenges of implementing the flipped classroom. For this research, 11 empirical studies that were published in reputable journals from different countries were selected for the meta-analysis.
      167  22
  • Publication
    Open Access
      113  505
  • Publication
    Restricted
    Enhancing preservice teachers’ professional growth through reflections using videos
    (Office of Education Research, National Institute of Education, Singapore, 2020) ;
    Wong, Angela F. L.
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    Premised on situated cognition, this study focused on developing preservice teachers’ understanding and performances in technology-based pedagogies during the formal coursework at NIE and during their field placements. A mixed-method research design was proposed. This study aimed to contribute to the field of technology-based pedagogy and preservice teachers’ education.
    The first objective was to track if there were any changes in preservice teachers’ technology competency, perceptions and practice in the use of ICT for classroom teaching and learning. This was done by collecting quantitative survey data from a cohort of 300 preservice teachers in the Diploma in Education (Primary) programme at four different points throughout their initial teacher education programme. The research questions were:
     What are the changes of the preservice teachers’ intentions to integrate Information and Communication Technology (ICT) in their future teaching?  What are the changes of the preservice teachers’ practices to integrate Information and Communication Technology (ICT) in their 5-week Teaching Assistantship and 10-week Teaching Practice?
    The second objective was to investigate a small group of 14 preservice teachers’ process of constructing their understanding of technology-based pedagogy throughout their initial teacher education programme.
      326  3
  • Publication
    Open Access
    A four-year longitudinal study of the development of student teachers’ pedagogical knowledge and skills in teaching
    (2012-04) ;
    Wong, Angela F. L.
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    Chong, Sylvia
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    ;
    Goh, Kim Chuan
    This study followed a cohort of student teachers from the beginning of their teacher education program to the end of the third year of teaching, looking at their perceived changes in pedagogical knowledge and skills in teaching in Singapore. The PKST survey comprising 37 items with six factors were used to collect data. In the cohort of over 1300 student teachers, 353 participated in all five survey data collections. The results showed that the participants’ overall pedagogical knowledge and skills in teaching increased significantly. The largest increases were found in knowledge in lesson planning and skills in classroom management. The skills in showing care and concern did not show significant increases until the end of third year of teaching.
      159  142
  • Publication
    Open Access
    Beginning teachers’ pedagogical skills and knowledge towards positive pedagogic teacher-student relationships
    (David Publishing Company, 2014-06) ;
    Wong, Angela F. L.
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    Chong, Sylvia
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    This study investigated beginning teachers’ self-perceived pedagogical knowledge and skills in engaging and managing their students. More specifically, it discussed the development of positive pedagogic teacher-student relationships across three time points: at the exit of their pre-service program, at the end of the first year of teaching, and at the end of the third year of teaching. Four factors were extracted: (a) student learning; (b) accommodating diversity; (c) classroom management; and (d) showing care and concern. A sample of 358 beginning teachers participated in the study. Multivariate analysis of variance (MANOVA) results showed that there were significant increases in all four factors across the three time points. The results are useful in informing teacher education programs as well as teacher induction programs to facilitate support for beginning teachers during their beginning years of teaching.
      582  1441
  • Publication
    Open Access
    Nurturing preservice teachers’ understanding of technology-enhanced pedagogy through reflection
    (2010-12)
    Gao, Ping
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    Wong, Angela F. L.
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    ;
    Wang, Long Long
    This paper reports the preliminary qualitative findings of the first-year phase from a two-year study, in which we aimed to investigate: 1) the preservice teachers' knowledge, attitudes and use of Information Technology (ICT) for classroom teaching and learning, and 2) their learning from reflection upon their use of ICT throughout their two-year initial preparation program. The major first-year findings showed that all the 14 participants demonstrated a gain in ICT knowledge and skills and register positive changes in their beliefs in and attitudes toward using ICT for classroom teaching and learning. Their use of ICT, however, varied greatly from using ICT as a presentation tool to support their instruction to engaging their students in using ICT to work on the authentic tasks. The participants’ reflection reinforced their perceptions of using ICT for classroom teaching and learning. The recommendations for engaging preservice teachers in reflection are discussed.
      194  287
  • Publication
    Open Access
    Teachers’ perceptions of engaging students in self-directed learning and collaborative learning in Singapore classrooms
    (2015-04) ; ;
    Ang, Kok Cheng
    The purpose of the paper is to investigate the development of teachers’ perceptions towards engaging students in self-directed learning (SDL) and collaborative learning (CoL) activities, and with the support of information and communication technology (ICT) in classrooms. More than 4000 teachers’ perceptions towards engaging students in SDL and CoL activities were collected through an online survey from 2010 to 2013. The findings showed an upward trend in their perceptions in SDL, SDL with ICT and CoL with ICT. Further analysis of the 2013 data showed that there were some significant differences across different levels (i.e.: primary, secondary, and junior college levels). These findings suggest professional development areas that could further support teachers in integrating SDL and CoL activities in class.
      300  795
  • Publication
    Open Access
    Singapore's preservice teachers' perspectives in integrating information and communication technology (ICT) during practicum
    (2008-11) ;
    Wong, Angela F. L.
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    Gao, Ping
    The purpose of the study is to investigate preservice teachers' perspectives in technology integration in Singapore. The preservice teachers participated in three surveys: 1) before taking the technology course, 2) after completing the course, and 3) after completing the ten-week teaching practicum. The first two questionnaires collected data related to their thoughts of using technology in their future teaching. The third questionnaire asked about their actual integration of technology during their ten-week teaching practicum. Qualitative data was also collected from ten purposefully selected participants to gather more in-depth information about how they planned to integrate technology and how they actually used technology in their teaching practicum. The findings from the quantitative survey data and the qualitative information were consistent and complemented each other. The results of the study provided a better understanding of preservice teachers' thoughts and actual practices in integrating technology into their teaching.
      318  754