Teachers’ changing perspectives of their spatial competencies: A case study of professional learning in Singapore

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-09-28 DOI:10.1016/j.tate.2024.104797

Marian Mahat , Chin Ee Loh

引用次数: 0

Abstract

While there is increasing recognition of the role of learning environments for teaching and learning, research on teachers' spatial competency is lacking. Drawing on an in-depth case study approach, this study examined the impact of a professional learning and action research pilot program to enhance teachers' spatial competency in one government secondary school in Singapore. Findings showed that professional learning can improve teacher knowledge, self-efficacy and mind frames towards more agentic and intentional space usage for teaching and learning. This study makes explicit connections about how a multi-layered professional learning program can support the development of teachers’ spatial competency.

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教师对其空间能力的看法不断变化：新加坡专业学习案例研究

尽管人们越来越认识到学习环境对教学的作用，但却缺乏对教师空间能力的研究。本研究采用深入案例研究的方法，考察了专业学习和行动研究试点项目对提高新加坡一所公立中学教师空间能力的影响。研究结果表明，专业学习可以提高教师的知识水平、自我效能感和思维框架，使其在教学中更积极、更有意识地利用空间。这项研究明确了多层次专业学习计划如何支持教师空间能力的发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.