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Conceptions of knowledge creation, k...

Tan, Yuh Huann.

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Conceptions of knowledge creation, knowledge and knowing = a phenomenography of Singapore Chinese language teachers /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Conceptions of knowledge creation, knowledge and knowing/ by Yuh Huann Tan, Seng Chee Tan.
Reminder of title:	a phenomenography of Singapore Chinese language teachers /
Author:	Tan, Yuh Huann.
other author:	Tan, Seng Chee.
Published:	Singapore :Springer Singapore : : 2020.,
Description:	xv, 191 p. :ill., digital ;24 cm.
[NT 15003449]:	Chapter 1. Why a Study on Teachers' Conception of Knowledge Creation -- Chapter 2. Understanding Knowledge Creation -- Chapter 3. Understanding Personal Epistemology -- Chapter 4. Designing the Phenomenographic Study and Constituting the Outcome Spaces -- Chapter 5. Teachers' Conceptions of Knowledge and Knowing -- Chapter 6. Teachers' Conceptions on the Phenomenon of Knowledge Creation in General -- Chapter 7. Teachers' Conceptions on the Phenomenon of Knowledge Creation in Education -- Chapter 8. Discussions on Teachers' Conceptions on the Phenomena of Knowledge, Knowing, and Knowledge Creation -- Chapter 9. Conclusions -- Appendix A: Interview Questions and the Translations in Chinese -- Appendix B: A Simple Transcription Scheme.
Contained By:	Springer eBooks
Subject:	Knowledge, Theory of. -
Online resource:	https://doi.org/10.1007/978-981-15-3564-2
ISBN:	9789811535642

Conceptions of knowledge creation, knowledge and knowing = a phenomenography of Singapore Chinese language teachers /
Tan, Yuh Huann.

Conceptions of knowledge creation, knowledge and knowinga phenomenography of Singapore Chinese language teachers /[electronic resource] :by Yuh Huann Tan, Seng Chee Tan. - Singapore :Springer Singapore :2020. - xv, 191 p. :ill., digital ;24 cm.

Chapter 1. Why a Study on Teachers' Conception of Knowledge Creation -- Chapter 2. Understanding Knowledge Creation -- Chapter 3. Understanding Personal Epistemology -- Chapter 4. Designing the Phenomenographic Study and Constituting the Outcome Spaces -- Chapter 5. Teachers' Conceptions of Knowledge and Knowing -- Chapter 6. Teachers' Conceptions on the Phenomenon of Knowledge Creation in General -- Chapter 7. Teachers' Conceptions on the Phenomenon of Knowledge Creation in Education -- Chapter 8. Discussions on Teachers' Conceptions on the Phenomena of Knowledge, Knowing, and Knowledge Creation -- Chapter 9. Conclusions -- Appendix A: Interview Questions and the Translations in Chinese -- Appendix B: A Simple Transcription Scheme.

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.

ISBN: 9789811535642

Standard No.: 10.1007/978-981-15-3564-2doiSubjects--Topical Terms:

523921
Knowledge, Theory of.

LC Class. No.: BD161 / .T369 2020

Dewey Class. No.: 121

Conceptions of knowledge creation, knowledge and knowing = a phenomenography of Singapore Chinese language teachers /
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520 $a 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.
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