Quek, Choon Lang

The present study investigated the impact of the chemistry laboratory environment and teacher-student interaction on student attitudes towards chemistry for 200 gifted secondary school students in Singapore. The data were obtained using three instruments: the 35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the 30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). The study confirmed the reliability and validity of the Science Laboratory Environment Inventory (adapted to create the CLEI) and the QTI for use in gifted chemistry laboratory classrooms. Statistically significant associations were found between the nature of the laboratory classroom environment and students' attitudes towards chemistry. Associations were also found between the interpersonal behaviour of the chemistry teachers and students' attitudes towards chemistry. Based on the findings, suggestions for improving the chemistry laboratory classroom environment and the teacher-student interaction for gifted students are provided.

This paper reports an empirical study on the use of a teacher noticing approach to investigate how two teachers managed students’ classroom behaviours. We examined the integration of data from an eye-tracking device and video cameras, focusing on what the teachers paid attention to in classrooms with their corresponding managing practices. Our findings show that the experienced teacher was able to advise her students calmly and smoothly resume the lesson to preserve the welcoming environment for the students. The novice teachers constantly scanned for misbehaved students and at times used strong words and a stern voice that betrayed her emotions. The awkward silence of the class ensued, suggesting a break in the flow of the instruction.

Online learning environment is a complex and dynamic learning space for learners to experience social and cognitive processes of knowledge and meaning construction. It has brought about educators’ re-designing of instructional approaches for the emerging constructivist environment Heinich, Molenda, Russell & Smaldino, 2002),translating classroom-based instructions to the Web, incorporating of asynchronous and synchronous communication as well as evaluating web-based instruction (Lynch, 2002). This study investigated 19 pre-service teachers' learning in an online learning environment. These teachers’ online activities were analysed using their individual written reflection logs (end of the module) and a planned forum of discussion notes (out of the three planned forums). Out of the 17 emerging facilitation strategies used by these teachers in this planned forum, 3 highly rated strategies were: Initiating discussions (15.22%), prompting (14.13%) and summarising discussions (10.87%). These teachers also reported 20 facilitation strategies learnt (either by observing their peers’ action taken or acquiring on their own through readings as well as trials and errors) and of which 3 were highly rated: Asking questions (14.71%), summarising (12.75%) and demonstrating leadership (9.8%). It was also found that teacher-facilitators used more strategies than the five strategies introduced to them and they also learnt other facilitation strategies from observing their peers rather than those that they used to facilitate.

This study examines the influence of both student and teacher perception of the student-teacher relationship on student's attitude towards teachers and school. It also seeks to explore any gender differences in the perception of teacher-student relationship between male and female adolescents. A sample of 1,266 students (541 girls and 725 boys) from six different middle schools in Singapore participated in this study. Findings indicated that gender differences were observed for certain dimensions in the teacher-student relationship predicting their attitude towards teachers and school. Possible explanations for the obtained results were suggested and implications of the findings were also discussed.

As we reflect on the pedagogies adopted in the globally driven digital transformation due to Covid-19 pandemic, it is time for us to take stock of what we have all experienced as educators. With disrupted school attendance, teaching and learning were shifted to the online platform. Teachers devised new teaching and learning strategies to minimise disruptions in schooling and the term Home-based Learning (HBL) became popular. Such lived episodes make us recalibrate our current teaching practices with technology and rationalize and plan for the next leap as educators. How future-ready are we in gearing ourselves towards the adoption of new pedagogies in this digital transformation journey? This chapter aims to provide you the definitions of e-pedagogy and e-pedagogies used in literature and the adoption of e-pedagogy in Singapore. The rationalization of e-pedagogy for Singapore teachers and examples of e-pedagogy and classroom practices will also be covered.

The current challenge faced by most beginning teachers is the disparity between the theories of classroom management exposed to in pre-service, and the practices in complex and ill-structured classroom situations. Such a theory-practice gap has led to the need to re-examine the existing instructional approach used in teacher learning and helping them develop deep understanding and meaningful learning for teachers. This proposed study explores case-based learning and related areas, beginning teachers’ case-based learning for self-analysis, discussion and reflection. It also explores how technology can be used to support teachers' case-based learning. The affordances of technology and design of technology-mediated learning environment will also be presented.

Computer mediated communication (CMC) tools have marched into schools to provide borderless teaching and learning to complement existing face-to-face interactions. This article describes how teachers have used CMC to facilitate asynchronous online communication among students' collaborative project groups in project-based classrooms. Secondary school teachers used the CMC tool to facilitate and manage students' learning in terms of brainstorming and challenging student ideas, building resources, and working collaboratively to complete group projects.