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Teachers’ Conceptions on the Phenomenon of Knowledge Creation in General

  • Yuh Huann TanEmail author
  • Seng Chee Tan
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Abstract

This chapter presents the findings to the second research question—“What are the qualitatively different ways in which Singapore Chinese Language teachers understand knowledge creation”? The focus of this chapter is on knowledge creation as a general phenomenon; the understanding of knowledge creation within education context will be presented in the next chapter. The phenomenographic outcome space representing the qualitatively different ways of how Singapore Chinese Language teachers conceptualise knowledge creation as a general phenomenon will be presented in three steps. Firstly, the key dimensions of variation that emerged from the teachers’ understanding will be described. Secondly, the categories of description that represent the collective range of the teachers’ understanding that make up the outcome space will be presented. Thirdly, the entire outcome space based on the dimensions of variation and the categories of descriptions will be summarised in a diagram. Next, an in-depth look at the individual categories of descriptions, where the quotes that made up the dimensions of variation in each category will be examined. Following that, some non-critical aspects that emerged from participants’ descriptions, that is, themes that do not present any hierarchical relationship based on the teachers’ understanding will be reviewed. Finally, drawing upon the structure of awareness, an overall view of the teachers’ conception of knowledge creation as a general phenomenon will be presented.

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Copyright information

© 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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