Search results for: Chai Ching Sing
Page 1/1 5 items
This qualitative study examines seven pre-service teachers’ epistemological beliefs, their beliefs about learning and teaching, and their perceptions about the use of ICT. Seven pre-service teachers attending a one-year Postgraduate Diploma for Education program at the National Institute of Education in Singapore were randomly selected to participate in this study. The findings suggest that pre-service teachers’ beliefs about learning seem to align with their epistemological beliefs, while their beliefs about teaching are inconsistent with their epistemological beliefs. On the other hand, the pre-service teachers in this study would use ICT in ways that are more aligned with their beliefs in teaching rather than their beliefs in learning.
Updated: Feb. 05, 2014
The Change in Epistemological Beliefs and Beliefs about Teaching and Learning: A Study among Pre-service Teachers
This study explored the change in Singaporean pre-service teachers' epistemological beliefs and beliefs about learning and teaching over the course of a teacher preparation program. 413 Singaporean pre-service teachers participated in this study. Participants exhibited significant changes in epistemological beliefs and beliefs about learning and teaching. They indicated more relativistic epistemological outlooks and less constructivism in beliefs about teaching.
Updated: Jan. 31, 2010
Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach
This study was situated in Singapore, which aims to achieve engaged learning in P–12 schools with the use of educational technology. One of the foci of study among Singaporean educational researchers is a computer-supported collaborative learning (CSCL) environment. Such an environment emphasizes collaboration among learners for the coconstruction of knowledge. The goal of this case study is to gain insights into how negotiation and coconstruction of knowledge occurs among participating teachers during their participation in a knowledge-building community.
Updated: Mar. 16, 2009
Rethinking Classroom-Oriented Instructional Development Models to Mediate Instructional Planning in Technology-Enhanced Learning Environments
Adopting an activity theoretical perspective towards instructional planning in the technology-enhanced learning environments (TELE), this paper examines two existing classroom-oriented instructional development (ID) models: the model of Reiser and Dick (1996) and the model of Morrison, Ross, and Kemp (2004). It then constructs a classroom-oriented expansive and reflective ID model.
Updated: Jan. 19, 2009
Technology integration is achieved in teachers acting in the capacity of main change agents. The study explores the possibility of relations between teachers' beliefs about teaching and the use of technology. The study shows that a belief in constructivist teaching correlates significantly with both constructivist and traditional uses of technology.
Updated: Aug. 27, 2008