Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17880
Title: Teachers’ understanding of knowledge creation: A phenomenography of Singapore Chinese language teachers
Authors: Tan, Huann Yuh
Tan, Seng Chee, 1965-
Keywords: Knowledge creation
Conceptions
Language teachers
Chinese language
Phenomenography
Issue Date: 2016
Citation: Tan, H. Y., & Tan, S. C. (2016, June). Teachers’ understanding of knowledge creation: A phenomenography of Singapore Chinese language teachers. Paper presented at the 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.
URI: http://hdl.handle.net/10497/17880
Appears in Collections:Conference Papers

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