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English language teachers’ appropriation of tools in the Singapore classrooms: a socio-cultural analysis

English language teachers’ appropriation of tools in the Singapore classrooms: a socio-cultural... Teacher education research continues to show a gulf between teaching practices advocated in teacher preparation and practices adopted by beginning teachers in schools. Informed by the sociocultural perspective on teacher learning that foregrounds the social origin of human cognition, this article reports a qualitative study to investigate the sociocultural influences on the teaching of three beginning teachers in Singapore secondary schools. The findings demonstrate the need to take into account the role of larger structures in the talk and actions of teachers in order to understand their classroom practices. The article concludes with a consideration of some implications for teacher education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Asia Pacific Journal of Education Taylor & Francis

English language teachers’ appropriation of tools in the Singapore classrooms: a socio-cultural analysis

Poh, Soon Koh
Asia Pacific Journal of Education , Volume 41 (4): 14 – Oct 2, 2021
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English language teachers’ appropriation of tools in the Singapore classrooms: a socio-cultural analysis

Abstract

Teacher education research continues to show a gulf between teaching practices advocated in teacher preparation and practices adopted by beginning teachers in schools. Informed by the sociocultural perspective on teacher learning that foregrounds the social origin of human cognition, this article reports a qualitative study to investigate the sociocultural influences on the teaching of three beginning teachers in Singapore secondary schools. The findings demonstrate the need to take into...
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Publisher
Taylor & Francis
Copyright
© 2021 National Institute of Education, Singapore
ISSN
1742-6855
eISSN
0218-8791
DOI
10.1080/02188791.2021.1997706
Publisher site
See Article on Publisher Site

Abstract

Teacher education research continues to show a gulf between teaching practices advocated in teacher preparation and practices adopted by beginning teachers in schools. Informed by the sociocultural perspective on teacher learning that foregrounds the social origin of human cognition, this article reports a qualitative study to investigate the sociocultural influences on the teaching of three beginning teachers in Singapore secondary schools. The findings demonstrate the need to take into account the role of larger structures in the talk and actions of teachers in order to understand their classroom practices. The article concludes with a consideration of some implications for teacher education.

Journal

Asia Pacific Journal of Education – Taylor & Francis

Published: Oct 2, 2021

Keywords: Tool appropriation; teacher thinking; cultural models

References

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