Search results for: Kwan Tammy Y. L.
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Identity Formation of Teacher–Mentors: An Analysis of Contrasting Experiences Using a Wengerian Matrix Framework
In this article, the authors use Wenger’s matrix framework to analyze the experiences of two teacher–mentors. The authors also use this framework to interpret how the teacher–mentors’ identities are formed during the process of mentoring student–teachers. Factors that contribute significantly to the development of the teacher–mentors’ identity include the school culture, the ‘personalities’ of the other community members, and the influence of other relevant communities of practice.
Updated: Aug. 17, 2010
Student-Teachers' Evaluation on the Use of Different Modes of Problem-Based Learning in Teacher Education
This article reports how the 13 student-teachers in the Integrated Humanities Major Method course evaluated the use of three different modes of PBL delivery, namely: the classical PBL; an alternate pattern of PBL and teacher-led deductive workshops; and a modified PBL using problem-based scenario inductive inquiry workshops. The outcome shows strong preference for the use of the modified PBL approach while the majority agreed the classical PBL style is the most challenging among the three modes.
Updated: Feb. 02, 2009