From “chalk and talk” to “guide on the side”: A cross‐cultural analysis of pedagogy that drives customised teaching for personalised learning

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 empha...

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Bibliographic Details
Published in:European journal of education 2019-06, Vol.54 (2), p.233-249
Main Authors: Sarkar Arani, Mohammad Reza, Lander, Bruce, Shibata, Yoshiaki, Kim‐Eng Lee, Christine, Kuno, Hiroyuki, Lau, Andrew
Format: Article
Language:English
Subjects:
Comparative Analysis
Cross Cultural Studies
Education policy
Educational materials
Educational Policy
English (Second Language)
Foreign Countries
Instructional Materials
Language Teachers
Learning
Lesson Plans
Pedagogy
Scripts
Second Language Instruction
Second Language Learning
Tacit knowledge
Teacher Attitudes
Teacher Student Relationship
Teachers
Teaching
Teaching Methods
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Summary: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.
ISSN:0141-8211
1465-3435
DOI:10.1111/ejed.12340