Teachers’ Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in pre- and in-service teacher education programmes that can impact teachers’ own learning.
The first article examines teacher experiences in the use of "design thinking" by Retna. Next, Hong’s and Youngs’ article looked into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explore Chinese teachers’ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigated foreign university teachers’ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examine teachers’ first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur studied teachers’ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliot who examine the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focused on teacher learning by examining the adequacy of pre-service education in Indonesia for preparing primary school English teachers.
The contributing authors’ rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. The book was originally published as a special issue of the Asia Pacific Journal of Education.
Introduction. Teachers’ perceptions, experience, and learning Liu Woon Chia and Christine C. M. Goh
1. Thinking about "design thinking": a study of teacher experiences Kala S. Retna
2. Why are teachers afraid of curricular autonomy? Contradictory effects of the new national curriculum in South Korea Won-Pyo Hong and Peter Youngs
3. Exploring Chinese teachers’ commitment to being a cooperating teacher in a university-government-school initiative for rural practicum placements Lu Lijie, Wang Fang, Ma Yunpeng, Anthony Clarke and John Collins
4. Meeting the challenges of teaching in a different cultural environment – evidence from graduate management schools in Thailand Astrid Kainzbauer and Brian Hunt
5. Teachers’ experience with inclusive education in Singapore Lay See Yeo, Wan Har Chong, Maureen F. Neihart and Vivien S. Huan
6. Factors associated with staff perceptions towards inclusive education in Singapore Kenneth K. Poon, Zijia Ng, Meng Ee Wong and Sarinajit Kaur
7. Developing pedagogical practices in Myanmar primary schools: possibilities and constraints Frank Hardman, Christian Stoff, Wan Aung and Louise Elliott
8. Pre-service education for primary school English teachers in Indonesia: policy implications Subhan Zein