Teacher Professional Development for a Mobilized Science Curriculum: A Case Study of Teacher Changes in Singapore

• In Event: 72.066 - Poster Session 16
  In Poster Session: 72.066-1 - Teacher Professional Development Poster Session

Abstract

There is a growing interest in promoting teacher professional development (TPD). However, there has been little research on the TPD for co-designing a science curriculum mediated by mobile technologies with emphasis on school-based and long-term perspectives. Hence this case study examined two primary teachers’ professional growth involving mobile technologies to explore a TPD model for a mobilized science curriculum in Singapore. Data were collected using participant observation by video and audio recordings from both long-term TPD sessions where two teachers planned 5 lessons related to the topic of “exploring materials” in science curriculum and their classroom implementation. Findings indicate that they developed and distributed their resources and roles toward transforming their traditional pedagogical practices to co-constructing student-centered inquiry-based pedagogical practices.

Authors

• Mi Song Kim, University of Western Ontario

• Chee-Kit Looi, National Institute of Education - Nanyang Technological University

• Sun Daner