Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17132
Title: 
Self-study of a researcher-facilitator’s experience: Insights for implementing learning study as a professional development approach
Authors: 
Issue Date: 
2013
Citation: 
Paper presented at the American Educational Research Association (AERA) Annual Meeting, San Francisco, California, 27 April to 1 May 2013
Abstract: 
This paper reports understandings emerging from a self-study of a researcher-facilitator’s
experience of implementing a professional development approach – a learning study – in
Singapore. Borrowing Hewson and Hewson’s conceptual change (1984) as a framework to
derive new understandings, instances of dissonances in the researcher-facilitator’s experience,
and the differences in how and what the teachers and research-facilitator experienced, were
analyzed. The results surfaced issues pertaining to teachers’ perceptions of practicality. In
underscoring the need to address these perceptions, the paper also advocates pushing the
boundaries of teachers’ perceived practicality in order to encourage teachers to modify and
adapt their learning contexts; to transcend a form of poverty in teacher learning ironically
emerging from their participation in PD programs.
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Website: 
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