Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/166
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Issue Date: 
2005
Citation: 
Proceedings of the Redesigning pedagogy: research, policy, practice conference, Singapore, May - June 2005.
Abstract: 
Research by Ee (1998) and Ee, Lee & Potter (2004) showed that although teachers perceived the importance of strategy-based instruction, they were found lacking in not only understanding the effects of strategy-based instruction but also the strategies and teaching approaches that govern thinking and self-regulation. Over 40 Postgraduate Diploma in Education (PGDE) Secondary teacher trainees were administered both a pre- and post-test using a teacher questionnaire designed by Ee, Lee & Potter (2004) besides attending a 26 hour course on Strategies for Teaching Thinking and Learning. Both quantitative and qualitative data analysis will be used to investigate these teachers’ strategies and teaching approaches. The findings and implications will be discussed.
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Appears in Collections:CRPP - Conference Papers

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