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dc.contributor.authorChua, Bee Lengen
dc.contributor.authorLiu, Woon Chiaen
dc.contributor.authorChia, Stephanie Shu Yingen
dc.identifier.citationChua, B. L., Liu, W. C., & Chia, S. S. Y. (2018). Teacher identity, Professional Practice, and Inquiry (PPI) in teacher education. Asia Pacific Journal of Education, 38(4), 550-564.
dc.identifier.issn0218-8791 (print)-
dc.identifier.issn1742-6855 (online)-
dc.descriptionThis is the final draft, after peer-review, of a manuscript published in Asia Pacific Journal of Education. The published version is available online at
dc.description.abstractThe Professional Practice and Inquiry (PPI) course was introduced to equip pre-service teachers with the knowledge, skills and values required to develop them into reflective practitioners with a strong teacher identity. This study looks into the efficacy of the course in the preparation of thoughtful and reflective teachers. Self-reported questionnaires were administered to the pre-service teachers. Interviews were conducted to complement the quantitative findings. Findings suggested that pre-service teachers were (i) more aware of their teaching identity, (ii) perceived themselves as teacher inquirers, (iii) more able to engage in cognitive self-regulation and (iv) were more cognizant of their Graduand Teacher Competencies.en
dc.subjectTeacher educationen
dc.subjectProfessional practiceen
dc.subjectTeacher identityen
dc.titleTeacher identity, Professional Practice, and Inquiry (PPI) in teacher educationen
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