Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23460
Title: 
Authors: 
Subjects: 
Teacher reflections
Q methodology
Teacher priorities
Issue Date: 
2022
Citation: 
Lim-Ratnam, C. T. L., Tay, L. Y., Tan, J. Y., Ong, M. W. L., & Thaslim Begum Aiyoob. (2022). Applying Q methodology to understand priorities in profiles of teacher reflections. Teaching and Teacher Education, 109, Article 103535. https://doi.org/10.1016/j.tate.2021.103535
Journal: 
Teaching and Teacher Education
Abstract: 
This study demonstrates the use of Q methodology as a suitable approach to distinguish salient groups of reflections, giving insights to what the teacher participants prioritize. Revealing priorities may help identify teachers' core concerns, and what practical and professional knowledge could help them in their daily practice. Core concerns of the teacher participants uncovered in this study were: the needs of learners, the nature of mathematics, and activities that are pedagogically appropriate. A discriminating factor among the three profiles had to do with whether the teachers were teaching in primary or secondary schools.
URI: 
ISSN: 
0742-051X (print)
DOI: 
Project number: 
AFR 03/17 TLS
Funding Agency: 
National Institute of Education, Singapore
File Permission: 
Embargo_20250201
File Availability: 
With file
Appears in Collections:Journal Articles

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