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Teachers’ understanding of knowledge creation: A phenomenography of Singapore Chinese language teachers
Citation
Tan, H. Y., & Tan, S. C. (2016, June 19-24). Teachers’ understanding of knowledge creation: A phenomenography of Singapore Chinese language teachers [Paper presentation]. 2016 Knowledge Building Summer Institute, Singapore.
Abstract
Knowledge creation approach of education is critical to prepare our children for the knowledge society. However, uptake of redesigning learning activities using knowledge building approach by school teachers is slow and one possible factor lies in teacher's understanding of knowledge creation as a phenomenon, but research in this area is lacking. This is a phenomenographic study with 16 Chinese Language teachers in Singapore to explore their understanding of knowledge creation. Four categories of teachers' understanding of knowledge creation emerged: limited creation by specialized few; creation by anyone for self and others; interpersonal creation for self; interpersonal co-creation with others. These four categories are marked by variations along three key themes: types of creator, individual/group involvement, and purpose. We examine differences between teachers’ understanding with the 12 principles of Knowledge Building and suggest future interventional study that might facilitate teacher’s adoption of knowledge building approach.
Date Issued
2016