000			03660nam a22005175i 4500
001			978-981-15-3564-2
003			DE-He213
005			20210303090244.0
007			cr nn 008mamaa
008			200311s2020 si | s |||| 0|eng d
020			_a9789811535642
024	7		_a10.1007/978-981-15-3564-2 _2doi
040			_cМУБИС
050		4	_aLC8-6691
072		7	_aCJ _2bicssc
072		7	_aEDU018000 _2bisacsh
072		7	_aCJ _2thema
082	0	4	_a407.1 _223
100	1		_aTan, Yuh Huann. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut
245	1	0	_aConceptions of Knowledge Creation, Knowledge and Knowing _h[electronic resource] : _bA Phenomenography of Singapore Chinese Language Teachers / _cby Yuh Huann Tan, Seng Chee Tan.
250			_a1st ed. 2020.
264		1	_aSingapore : _bSpringer Singapore : _bImprint: Springer, _c2020.
300			_aXV, 191 p. 26 illus., 23 illus. in color. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aChapter 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.
520			_aThis 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.
650		0	_aLanguage and education.
650		0	_aLanguage and languages—Study and teaching.
650		0	_aTeaching.
650	1	4	_aLanguage Education. _0https://scigraph.springernature.com/ontologies/product-market-codes/O23000
650	2	4	_aLanguage Teaching. _0https://scigraph.springernature.com/ontologies/product-market-codes/O46000
650	2	4	_aTeaching and Teacher Education. _0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
700	1		_aTan, Seng Chee. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut
710	2		_aSpringerLink (Online service)
773	0		_tSpringer Nature eBook
776	0	8	_iPrinted edition: _z9789811535635
776	0	8	_iPrinted edition: _z9789811535659
776	0	8	_iPrinted edition: _z9789811535666
856	4	0	_uhttps://doi.org/10.1007/978-981-15-3564-2
942			_2ddc _cEBOOK
999			_c102269 _d102269