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Teachers as adult learners-effecting professional development and teacher change in primary Chinese language teaching and learning through variation theory and multi-perspectival reflective dialogue
Citation
Aw, G. P., Tan, K. C., & Lim, K. H. (2024). Teachers as adult learners-effecting professional development and teacher change in primary Chinese language teaching and learning through variation theory and multi-perspectival reflective dialogue (Report No. OER 14/16 AGP). National Institute of Education (Singapore), Office of Education Research. https://doi.org/10.32658/10497/27415
Abstract
The present study serves as an intervention study which adopts the Variation Theory-Multiple Perspectival Reflective Dialogic Professional Development Model (VT-MPR dialogic PD Model developed by the researcher) as a systematic framework to investigate aspects of Cognitive Dissonance (CD) experienced by primary school Chinese Language (CL) teachers in Singapore.
Date Issued
2024
Publisher
Office of Education Research, National Institute of Education, Singapore
Series
OER Final Report
Description
Note: Restricted to NIE staff.
Project
OER 14/16 AGP
Grant ID
Education Research Funding Programme (ERFP)
Funding Agency
Ministry of Education, Singapore