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E-grāmata: Conceptions of Knowledge Creation, Knowledge and Knowing: A Phenomenography of Singapore Chinese Language Teachers

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  • Formāts: PDF+DRM
  • Izdošanas datums: 11-Mar-2020
  • Izdevniecība: Springer Verlag, Singapore
  • Valoda: eng
  • ISBN-13: 9789811535642
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Conceptions of Knowledge Creation, Knowledge and Knowing: A Phenomenography of Singapore Chinese Language TeachersPalielināt
  • Formāts: PDF+DRM
  • Izdošanas datums: 11-Mar-2020
  • Izdevniecība: Springer Verlag, Singapore
  • Valoda: eng
  • ISBN-13: 9789811535642
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This book responds to calls for further advancing knowledge creation in schools. It examines sixteen Chinese Language teachers from Singapore, since language teachers are primarily responsible for the basic literacy that is the foundation of students’ lifelong learning. Positing that people’s cultural beliefs and the language(s) they use are inseparable, the book argues that Chinese language teachers possess a unique understanding of the various phenomena that reflect the influences of Chinese culture by virtue of the language they speak and teach. For the purposes of the investigation, it employs phenomenography — a methodology aimed at finding and systematising how people interpret the world around them — to determine and describe Chinese language teachers’ conceptions of these phenomena.
1 Why a Study on Teachers' Conception of Knowledge Creation
1(12)
1.1 The Advent of Knowledge Age and Knowledge Economy
1(1)
1.2 Exploring Knowledge Creation Among Teachers
2(4)
1.3 Contributions of the Study
6(1)
1.4 Organisation of the
Chapters in This Book
7(6)
References
7(6)
2 Understanding Knowledge Creation
13(22)
2.1 What Is Knowledge Creation?
13(1)
2.2 Theoretical Models of Knowledge Creation in Education
14(14)
2.2.1 Organisational Knowledge Creation Theory
14(4)
2.2.2 The Theory of Expansive Learning
18(3)
2.2.3 The Knowledge Building Theory
21(3)
2.2.4 Collaborative Knowledge Creation
24(2)
2.2.5 Collaborative Innovation Networks (CoINs)
26(2)
2.3 How Are the Theories of Knowledge Creation Connected to K-12 School Education
28(7)
References
29(6)
3 Understanding Personal Epistemology
35(12)
3.1 What Is Personal Epistemology?
35(1)
3.2 Personal Epistemology as a Developmental Trajectory
36(2)
3.3 Personal Epistemology as a System of Epistemic Beliefs
38(1)
3.4 Personal Epistemology as Epistemological Resources
39(1)
3.5 Cultural Specificity in Personal Epistemology
40(7)
3.5.1 Traditional Chinese' Epistemology
41(1)
References
42(5)
4 Designing the Phenomenographic Study and Constituting the Outcome Spaces
47(22)
4.1 An Introduction to Phenomenography
47(5)
4.1.1 The Epistemology of Phenomenography
48(1)
4.1.2 Phenomenography Versus Phenomenology
49(1)
4.1.3 The Outcome Space and the Structure of Awareness
50(2)
4.2 Preparing for the Phenomenographic Interview
52(4)
4.2.1 Research Questions to Guide the Interviews
52(1)
4.2.2 Interview Questions for the Participants
53(2)
4.2.3 Selecting Participants for the Interviews
55(1)
4.3 Conducting the Phenomenographic Study
56(13)
References
66(3)
5 Teachers' Conceptions of Knowledge and Knowing
69(22)
5.1 The Dimension of Variation of Knowledge
69(8)
5.1.1 In-Depth Look at Individual Categories of Descriptions of Knowledge
71(4)
5.1.2 Non-critical Variations in Conceptions of Knowledge
75(1)
5.1.3 Overall View of Participants' Conceptions of Knowledge
76(1)
5.2 The Dimensions of Variation of Knowing
77(14)
5.2.1 The Categories of Description of Knowing
78(1)
5.2.2 In-Depth Look at Individual Categories of Descriptions of Knowing
79(8)
5.2.3 Non-critical Variations in Conceptions of Knowing
87(1)
5.2.4 Overall View of Participants' Conceptions of Knowing
88(2)
References
90(1)
6 Teachers' Conceptions on the Phenomenon of Knowledge Creation in General
91(24)
6.1 The Dimensions of Variation
91(18)
6.1.1 The Categories of Description
92(1)
6.1.2 In-Depth Look at Individual Categories of Descriptions
93(16)
6.2 Non-critical Variations in Conceptions of Knowledge Creation
109(3)
6.2.1 Outcomes of Knowledge Creation
109(1)
6.2.2 Moments of Knowledge Creation
110(1)
6.2.3 Pre-requisites of Knowledge Creation
110(1)
6.2.4 Enablers of Knowledge Creation
110(1)
6.2.5 Inhibitors of Knowledge Creation
111(1)
6.2.6 The Whys of Knowledge Creation
112(1)
6.3 Overall View of Participants' Conceptions of Knowledge Creation in General
112(3)
References
113(2)
7 Teachers' Conceptions on the Phenomenon of Knowledge Creation in Education
115(28)
7.1 The Dimensions of Variation
115(20)
7.1.1 The Categories of Description
116(2)
7.1.2 The Outcome Space
118(1)
7.1.3 In-Depth Look at Individual Categories of Descriptions
119(16)
7.2 Non-critical Variations in Conceptions of Knowledge Creation in Education
135(6)
7.3 Overall View of Participants' Conceptions of Knowledge Creation in Education
141(2)
References
142(1)
8 Discussions on Teachers' Conceptions on the Phenomena of Knowledge, Knowing and Knowledge Creation
143(40)
8.1 Discussion on Research Question 1
143(11)
8.1.1 Discussion on Conceptions of Knowledge
143(3)
8.1.2 Discussion on Conceptions of Knowing
146(5)
8.1.3 General Discussion on Overall Conception of Knowledge and Knowing
151(3)
8.2 Discussion on Research Question 2
154(4)
8.3 Discussion on Research Question 3
158(8)
8.3.1 General Discussion on Conceptions of Knowledge Creation
165(1)
8.4 General Discussion on Conceptions of Knowledge, Knowing and Knowledge Creation
166(7)
8.4.1 Conceptions Across the Outcome Spaces
168(2)
8.4.2 Common Theme Across the Conceptions of Knowledge, Knowing and Knowledge Creation
170(3)
8.5 Implications
173(10)
References
176(7)
9 Conclusions
183(6)
9.1 An Overview of the Study
183(1)
9.2 Significance of the Study
184(1)
9.3 Concerns and Limitations of the Study
185(1)
9.4 Strengths of the Study
186(3)
Reference
187(2)
Appendix A Interview Questions and the Translations in Chinese 189(2)
Appendix B A Simple Transcription Scheme 191
Dr Tan Yuh Huann is the Head of a Department overseeing curriculum innovation and pedagogical excellence at the Yusof Ishak Secondary School under the Singapore Ministry of Education. His research interests span the fields of computer-supported collaborative learning, second language acquisition, personal epistemology, knowledge creation in education, and teachers professional development. Dr Tan Seng Chee is an Associate Professor with the Learning Sciences and Assessment group at the National Institute of Education, Nanyang Technological University. His research interests include integration of technologies into education, computer-supported collaborative learning, and knowledge building.
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