NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1126097
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0031-3831
Using Phenomenography to Investigate the Enacted Object of Learning in Teaching Activities: The Case of Teaching Chinese Characters in Hong Kong Preschools
Lam, Ho Cheong
Scandinavian Journal of Educational Research, v61 n2 p169-186 2017
This study set out to use phenomenography as a theoretical framework to investigate teaching in classrooms, focusing on how the same content is enacted differently in different teaching activities. We observed teaching activities intended to teach children to recognize Chinese characters in preschools and collected data about the delivery of the teaching activities. A total of 3 categories of teaching activities were identified from the data, which correspondingly reflected 3 ways of seeing the recognition of characters: (A) recognition as matching items, (B) recognition as imitating behaviors, and (C) recognition as constructing meanings. Our results were useful for fostering the professional learning of teachers in practical ways as well as holding the potential to further advance the methodology of phenomenography.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong