The National Institute of Education invites suitable applications for the position of Research Associate on a 4-month contract at 50% part-time employment basis at the Asian Languages and Cultures Academic Group.
Project Title: Teachers as Adult Learners: Effecting Professional Development and Teacher Changes in Primary Chinese Language Teaching and Learning through Variation Theory and Multi-dimensional Reflective Dialogue
Project Introduction: This study uses Variation Theory-Multiple Perspectival Reflective Dialogue (VT-MPR dialogue) as a systematic strategy to discern aspects of cognitive dissonance (CD) experienced by Chinese language (CL) teachers when implementing the new primary CL instructional materials (IM) rolled out in 2015.
These IM call for new strategies in CL teaching, learning and assessment in response to the changing language environment and profile of young learners. Through the lens of CD, the study aims to foster teachers’ self-awareness and articulation of their conceptual and knowledge gaps in assimilation of these new strategies during implementation of the new curriculum.
Riding on teachers’ awareness of their CD in curriculum implementation, the study aims to develop a model for teacher professional development (PD) premised on VT-MPR dialogue. This would involve teachers and teacher experts engaging in dialogue that brings about review and reflection in areas such as their efficacy beliefs, contextual constraints and conceptual understanding; and thereafter, to develop courses of action to scaffold and support teachers’ PD with the eventual aim of bringing about epistemic change in teachers towards CL pedagogy that can result in more effectively learning by students (as called for by the new IM).