Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22669
Title: 
Authors: 
Subjects: 
Inquiry based learning
Field-based learning
Teachers’ knowledge
Teachers’ practice
Teacher identity
Issue Date: 
2020
Publisher: 
Office of Education Research, National Institute of Education, Singapore
Citation: 
Seow, T., & Irvine, K. (2020). Understanding teachers’ knowledge and practice of lower secondary geographical investigations. National Institute of Education (Singapore), Office of Education Research.
Abstract: 
The current syllabuses for geography place an emphasis on Geographical Investigations (GI)/ fieldwork to give students opportunities to appreciate the real world application of geographical knowledge and skills, as well as to help them acquire 21st century competencies. To better support teachers in conducting meaningful and purposeful fieldwork, we need to identify strengths and gaps in teachers’ knowledge and the ways they apply their knowledge in their practice. As such, we employed a qualitative case study approach to gain an in-depth understanding of teachers’ knowledge and its relationship to their practice of fieldwork.
Description: 
Note: Restricted to NIE staff only. Contact author for access to report.
URI: 
Project number: 
OER 19/15 TS
Grant ID: 
Education Research Funding Programme (ERFP)
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
Restricted
File Availability: 
With file
Appears in Collections:OER - Reports

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