Promoting Teacher Learning Through Learning Study Discourse: The Case of Science Teachers in Singapore

Tan, Yuen Sze Michelle; Nashon, Samson Madera

doi:10.1007/s10972-013-9340-5

Cited by 39 publications

(35 citation statements)

References 32 publications

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“…Guided by variation theory, they then integrated research results as well as their own findings into their teaching practice in a way that improved students' learning. Consequently, the teachers reevaluated their opinions about science teaching and educational research, a result similar to the learning study project described by Tan and Nashon (2013).…”

Section: Discussionmentioning

confidence: 89%

“…In a learning study project in Singapore, aiming to help teachers overcome pedagogical challenges, Tan and Nashon (2013) captured three aspects of the participating teachers' learning: (1) increased degrees of student-centered pedagogy and challenges to teachers' prior assumptions about science pedagogy, (2) increased awareness of possibilities and limitations of their beliefs about science pedagogy, and (3) emergence of new understanding about new curricular content and science pedagogy. Pang and Ling (2012) also suggested that learning studies enhances student learning by promoting teacher professional development.…”

Section: The Theoretical Framework: Variation Theory As a Guiding Primentioning

confidence: 99%

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What Makes the Difference? Teachers Explore What Must be Taught and What Must be Learned in Order to Understand the Particulate Character of Matter

Vikström

2014

Journal of Science Teacher Education

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The concept of matter, especially its particulate nature, is acknowledged as being one of the key concept areas in learning science. Within the framework of learning studies and variation theory, and with results from science education research as a starting point, six lower secondary school science teachers tried to enhance students' learning by exploring what must be learnt in order to understand the concept in specific way. It was found that variation theory was a useful guiding principle when teachers are engaged in pedagogical design, analysis of lessons, and evaluation of students learning, as well as a valuable tool for adapting research results into practice.

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Section: Discussionmentioning

confidence: 89%

Section: The Theoretical Framework: Variation Theory As a Guiding Primentioning

confidence: 99%

What Makes the Difference? Teachers Explore What Must be Taught and What Must be Learned in Order to Understand the Particulate Character of Matter

Vikström

2014

Journal of Science Teacher Education

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“…The findings reported in this paper constituted parts of the aforementioned larger study (Tan 2014a(Tan , 2014bTan & Nashon, 2013, 2014) that focused on how teachers experienced their own learning through the learning study approach. We analyzed audio-video recordings of four hour-long meetings (which are the meetings related to the problem finding process), secondary documents such as written records of meetings and field notes, teachers' reflective journal entries and a short questionnaire they completed, and 12 transcripts of individual semi-structured interviews with teachers.…”

Section: Methodsmentioning

confidence: 99%

Problem Finding in Professional Learning Communities: A Learning Study Approach

Tan

Caleon

2015

Scandinavian Journal of Educational Research

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This study marries collaborative problem solving and learning study in understanding the onset of a cycle of teacher professional development process within school-based professional learning communities (PLCs). It aimed to explore how a PLC carried out collaborative problem finding-a key process involved in collaborative problem solving-that has received minimal attention in the extant literature. In line with this goal, we adopted the learning study approach, which highlights the application of a theory in research lessons. Multiple data sources were drawn upon to construct a narrative description of four consecutive meetings, detailing challenges and turning points that teachers experienced while engaged in collaborative problem finding, and how the process was facilitated by developing shared understandings of the complexity of possible curricular problems and establishing a common ground amongst teachers. Other modes of action and factors that can facilitate the process of collaborative problem finding are also presented.

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“…Algunos estudios realizados por investigadores del NIE han investigado la eficacia de cursos/programas formales específicos de DPD y otros proyectos de colaboración universidad-escuela centrados en matemáticas (Kaur, 2011), en ciencias (Tan y Nashon, 2013), en artes y música (Costes-Onishi y Caleon, 2014), y en prácticas de evaluación de la alfabetización (Koh, 2011). La mayoría de la investigación publicada es cualitativa y se basa en números reducidos de participantes.…”

Section: Direcciones Futurasunclassified

Desarrollo Profesional Docente en Singapur: Describiendo el Panorama

Bautista

Wong

Gopinathan

2015

PSYE

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RESUMEN:Este artículo describe el modelo de desarrollo profesional docente (DPD) en Singapur, uno de los países con mejor desempeño en educación a nivel mundial. Ofrecemos una visión general de los recursos disponibles para los aproximadamente 30.000 profesores de las 350 escuelas primarias y secundarias gestionadas por el Ministerio de Educación (MOE). Nos centramos en los tres principales proveedores de DPD: el Instituto Nacional de Educación, la Academia de Profesores de Singapur y los seis Centros de Excelencia, y las propias escuelas. Guiados por el "Modelo de Crecimiento Docente", el objetivo de dichos proveedores es fomentar un DPD coherente con los intereses de los profesores, con las necesidades de las escuelas, y el con el currículo nacional. Los profesores disponen de una asignación de DPD excepcionalmente alta (hasta 100 horas voluntarias anuales). Hay varios tipos de actividades en las que los docentes pueden participar, desde cursos formales y estructurados hasta iniciativas innovadoras de naturaleza informal (investigación-acción, "lesson study"). Profesores con diferentes niveles de experiencia y perfiles profesionales tienen acceso a diferentes oportunidades de DPD. La mayor parte focaliza en contenidos disciplinares específicos y proporciona a los profesores oportunidades para el aprendizaje colaborativo, el intercambio y la colaboración. De hecho, recientemente se ha requerido a todas las escuelas de Singapur adoptar el modelo de Comunidades de Aprendizaje Profesional (CAP). Concluimos que este abanico de recursos de DPD, considerados en conjunto, presenta las características del DPD de "alta calidad" descrito en la literatura internacional. Sin embargo, sugerimos que es necesaria más investigación que examine el grado en que este ambicioso modelo de DPD está mejorando el conocimiento y las prácticas docentes de los profesores, y en última instancia del aprendizaje de los alumnos.Palabras clave: desarrollo profesional docente; Singapur, profesores en ejercicio, aprendizaje del profesor Teacher Professional Development in Singapore:Depicting the Landscape ABTRACT: This article depicts the landscape of teacher professional development (PD) in Singapore, one of the world's top-performing countries in education. We provide an overview of the resources available to the approximately 30,000 teachers within the 350

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Promoting Teacher Learning Through Learning Study Discourse: The Case of Science Teachers in Singapore

Cited by 39 publications

References 32 publications

What Makes the Difference? Teachers Explore What Must be Taught and What Must be Learned in Order to Understand the Particulate Character of Matter

What Makes the Difference? Teachers Explore What Must be Taught and What Must be Learned in Order to Understand the Particulate Character of Matter

Problem Finding in Professional Learning Communities: A Learning Study Approach

Desarrollo Profesional Docente en Singapur: Describiendo el Panorama

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