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Hairon Salleh, & Heng, C. Y. (2003). A case study of a school-university collaborative action research project. In Research in and on the classroom: ERAS Conference 2003 Proceedings (pp. 623-631). Singapore: Educational Research Association of Singapore.
In Singapore there is increasing recognition for teachers to be lifelong learners as the pace of
change, and obsolescence, in knowledge increases. This is understandable as changes in
education require changes in the way teachers learn. However, schools are often not the best
places for lifelong learning, especially when teachers have to squeeze for time to meet a
myriad of deadlines and complete multiple workloads. This seems to be the main obstacle for
engagement in teacher learning. Yet, schools are the best places for learning because learning
takes place in day-to-day activities. Within this context, a case study research was embarked
to understand how action research provides a response to the aforementioned issue. The study
describes the learning journey of a collaborative action research project between a Science
teacher and an NIE lecturer to investigate how teaching using memory skills influence pupils’
learning. The case study highlights two themes. First, the challenges in attempting to
understand how students learn. Second, how action research contributes to teacher learning.
This paper was published in the Proceedings of ERAS Conference held in Singapore from 19-21 November 2003
Appears in Collections:Conference Papers

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