Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/21191
Title: 
Authors: 
Keywords: 
Seamless inquiry science learning
Interconnected Model of Teacher Professional Growth
teacher’s growth
Issue Date: 
2018
Citation: 
Voon, X. P., Wong, L. H., & Looi, C. K. (2018). Analysing the mediating processes of teacher’s growth: A case study in a seamless inquiry science learning environment. In Jong, M. S. Y., Shih, J. L., Looi, C. K., Huang, M. X., Xie, Y. R., Zhang, Y., Sun, D., Kuo, R., Tan, S. C., Lau, W., Xie, H., Jiang, B., Wang, M., Tu, S., Jiang, M., Geng, J., & Zheng, Y. X. (Eds.), Proceedings of the 22nd Global Chinese Conference on Computers in Education (GCCCE 2018) (pp. 773-780). Guangzhou: South China Normal University. Retrieved from http://statics.scnu.edu.cn/pics/gccce/2018/0523/1527079353658859.pdf
Abstract: 
This paper reports a case study that is intended to trace the professional growth of a science teacher who is
implementing seamless inquiry science learning (SISL) in the context of Singapore primary school. In particular, we analyse the teacher’s learning trajectory under the lens of the Interconnected Model of Teacher Professional Growth (IMTPG). The teacher's pedagogical practices were investigated at the beginning of the intervention, and the changes in his practices were monitored throughout the ongoing teacher professional development (TPD). The findings reveals the importance of TPD design through two significant relationships: from external domain (ED) to domain of practice (DP), and from external domain (ED) to personal domain (PD), throughout the implementation of SISL. Recognising the importance of the design of an effective TPD, IMTPG was used as an analytical tool to analyse the corresponding relationships among the aforementioned domains in investigating the teacher’s growth in term of the pedagogical changes. The reciprocal relationship between the desired outcomes of the TPD and the teacher’s growth informed by the effective mechanisms used in conducting TPD , which is “learning by doing”. Thus, the design of an effective TPD to facilitate teacher’s growth should consider the desired learning outcomes and the endurance of that change to transform the innovative pedagogy.
Description: 
This paper was published in the 2018 proceedings of the Global Chinese Conference on Computers in Education (GCCCE) held at Guangzhou, China from 25 May - 29 May 2018.
URI: 
Appears in Collections:Conference Papers

Files in This Item:
File Description SizeFormat 
GCCCE-2018-1.pdf786.15 kBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s) 50

69
checked on Sep 28, 2020

Download(s)

32
checked on Sep 28, 2020

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.