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A researcher-facilitator's reflection: Implementing a Singapore case of learning study
ARTICLE

TATE Volume 37, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This paper reports a researcher-facilitator's reflection of implementing a professional development approach, and serves to address the inadequate attention given to the influence of researcher-facilitators in professional development efforts. The researcher-facilitator's experiences were compared to four Grade 9–10 Singapore Science teachers participating in a variation theory-framed learning study that promoted teacher research and collaboration. Extending current understandings of implementation and sustainability challenges, an analysis employing conceptual change framework surfaced three issues, namely, the choice and role of theoretical framework, degrees of openness to differences in patterns of variation, and role of a researcher-facilitator. Insights emerging from the reflection are discussed.

Citation

Tan, Y.S.M. (2014). A researcher-facilitator's reflection: Implementing a Singapore case of learning study. Teaching and Teacher Education: An International Journal of Research and Studies, 37(1), 44-54. Elsevier Ltd. Retrieved July 9, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.09.003

Keywords