From "Chalk and Talk" to "Guide on the Side": A Cross-Cultural Analysis of Pedagogy That Drives Customised Teaching for Personalised Learning

Autor/inn/en	Sarkar Arani, Mohammad Reza; Lander, Bruce; Shibata, Yoshiaki; Kim-Eng Lee, Christine; Kuno, Hiroyuki; Lau, Andrew
Titel	From "Chalk and Talk" to "Guide on the Side": A Cross-Cultural Analysis of Pedagogy That Drives Customised Teaching for Personalised Learning
Quelle	In: European Journal of Education, 54 (2019) 2, S.233-249 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12340
Schlagwörter	Cross Cultural Studies; Teaching Methods; Lesson Plans; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Comparative Analysis; Language Teachers; Teacher Attitudes; Instructional Materials; Educational Policy; Teacher Student Relationship; Singapore + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language teacher; Sprachunterricht; Lehrerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Politics of education; Bildungspolitik; Teacher student relationships; Lehrer-Schüler-Beziehung; Singapur
Abstract	This study analyses the teaching scripts and structure of lesson practices of a Singaporean English teacher at two different levels of class through a comparative analysis. Specifically, it aims to clarify how his view of teaching as tacit knowledge determines the structure of the lessons. The emphasis here is on the examination of a Singaporean's teacher's view and his awareness of the students and their teaching materials at hand through the lens of Japan-based educators and the implications for education policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01