Teacher knowledge, Information and Communications Technology and the teaching of Chinese-as-a-Second-language in Singapore

Si Hui Lim

doi:10.4225/23/59cdf9df5d6cd

Teacher knowledge, Information and Communications Technology and the teaching of Chinese-as-a-Second-language in Singapore

Si Hui Lim

Graduate School of Education

Research output: Thesis › Doctoral Thesis

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Abstract

The study reported in this thesis aimed to generate an understanding of the perspectives of Chinese language teachers in Singapore on the use or TPACK in their teaching or Chinese-as-a-Second-Language at the secondary school level, with particular reference to the use of information and communications technology (ICT). It is an interpretive study which adopted semi-structured interviews to address this aim. Steps were taken lo explore as diverse a range of perspectives as possible within clearly-defined sailings. Results revealed that necessity, situated context, adaptations or technologies, and variations in teachers' levels or competence in TPACK influence the planning of ICT-use lessons.

Original language	English
Qualification	Doctor of Philosophy
Awarding Institution	The University of Western Australia
Supervisors/Advisors	Oakley, Grace, Supervisor Pegrum, Mark, Supervisor
Award date	12 Dec 2016
DOIs	https://doi.org/10.4225/23/59cdf9df5d6cd
Publication status	Unpublished - 2016

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THESIS - DOCTOR OF EDUCATION - LIM Si Hui - 2016
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Cite this

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abstract = "The study reported in this thesis aimed to generate an understanding of the perspectives of Chinese language teachers in Singapore on the use or TPACK in their teaching or Chinese-as-a-Second-Language at the secondary school level, with particular reference to the use of information and communications technology (ICT). It is an interpretive study which adopted semi-structured interviews to address this aim. Steps were taken lo explore as diverse a range of perspectives as possible within clearly-defined sailings. Results revealed that necessity, situated context, adaptations or technologies, and variations in teachers' levels or competence in TPACK influence the planning of ICT-use lessons.",

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AB - The study reported in this thesis aimed to generate an understanding of the perspectives of Chinese language teachers in Singapore on the use or TPACK in their teaching or Chinese-as-a-Second-Language at the secondary school level, with particular reference to the use of information and communications technology (ICT). It is an interpretive study which adopted semi-structured interviews to address this aim. Steps were taken lo explore as diverse a range of perspectives as possible within clearly-defined sailings. Results revealed that necessity, situated context, adaptations or technologies, and variations in teachers' levels or competence in TPACK influence the planning of ICT-use lessons.

KW - TPACK

KW - Teachers knowledge

KW - Chinese Language Teaching

KW - Use of ICT

KW - Second language teaching

KW - Professional Development

KW - Curriculum Lesson Planning

KW - Wider Contextual Elements

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M3 - Doctoral Thesis

ER -

Teacher knowledge, Information and Communications Technology and the teaching of Chinese-as-a-Second-language in Singapore

Abstract

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