Jason Loh, PhD (Sheffield), FCollT (London), has been a teacher in primary, secondary and tertiary education. He has also held leadership roles in the different schools. While helming the English Language department in his last school, he spearheaded the implementation of the Picture-Word Inductive Model (Calhoun, 1999) and a literature-based curriculum. Since July 2009, he has worked at the National Institute of Education, Nanyang Technological University, Singapore as a teacher educator, and held a Visiting Academic appointment at the London Institute Of Education (IOE) in June 2013, and an Honorary Research Associate apointment at the Institute Of Education, UCL in June 2015. He has published in Teaching And Teacher Education, The Qualitative Report, Waikato Journal of Education, The Reading Teacher, English Teaching: Practice and Critique, Reading in a Foreign Language, Research and Practice in Technology Enhanced Learning, European Journal of Applied Linguistics and TEFL, a chapter in International Teacher Education: Promising Pedagogies (edited by Cheryl Craig and Lily Orland-Barak), has upcoming chapters in Asia Pacific Education: Teaching, Teachers and Educators (edited by Thanh Pham & Dat Bao) and in the revised Handbook of Teacher Education (edited by John Loughran).
I read for a PhD in Education at the University of Sheffield, studying and following beginning teachers over a span of two years. My teaching and research brings together my training and experiences as a classroom teacher, my interest in the use of qualitative research methods in general, narrative inquiry, the neoliberal discourse in educational landscapes, and a deep fascination with curriculum implementation.
My research draws on sociology and social psychology to render narrative / ethnographic accounts of the teachers in schools; specifically I look at how they are subjected to and influenced by the hegemonic socializing discourse in the system, and how their pedagogies are shaped as a result.
I was involved in two OER-funded research studies. One was on how experienced teachers’ pedagogical beliefs change as a result of a dissonant situation – implementing a mobilized language curriculum. The other was studying the literacy practices of two schools.
Due to my teaching and research roles being closely intertwined with teacher education and development, I have assumed the position of National Representative in International Study Association on Teachers and Teaching (ISATT). The Association’s aim is to increase insights into the identity, role, contexts and work of teachers, and the process of teaching.