Teachers’ Conceptions of Knowledge and Knowing

  • Yuh Huann TanEmail author
  • Seng Chee Tan


This chapter presents the findings to the first research question—“What are the qualitatively different ways in which Singapore Chinese Language teachers understand knowledge and knowing?”. The qualitatively different ways of how Singapore Chinese Language teachers conceptualise the two phenomena, knowledge and knowing, will be presented consecutively. For each phenomenon, following the methods described in Chap.  4, the key dimensions of variation are first presented, followed by the categories of description, and finally the entire outcome space in a diagrammatic form. After each outcome space is presented, an in-depth look at the individual categories of descriptions, where the quotes from participants that made up the dimensions of variation in each category, will be taken. This is followed by the review of some non-critical aspects that emerged from participants’ descriptions; in other words, themes that do not fit into any hierarchical relationship in the outcome space. Finally, drawing upon the structure of awareness, an overall view of the teachers’ conception is presented.


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© Springer Nature Singapore Pte Ltd. 2020

Authors and Affiliations

  1. 1.Yusof Ishak Secondary SchoolMinistry of EducationSingaporeSingapore
  2. 2.National Institute of EducationNanyang Technological UniversitySingaporeSingapore

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