Rethinking teaching and learning with preschoolers: Professional development using knowledge building and a 3M analytical framework
Unprecedented global issues have caused large-scale disruption to preschools, requiring a rethink of existing teaching and learning approaches. This study examines the inception of a knowledge building approach in preschools using a case study method and a micro‑meso-macro (3M) analytical framework...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2022-01-01
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| Series: | International Journal of Educational Research Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666374022000267 |
| _version_ | 1811202201428688896 |
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| author | Alwyn Vwen Yen Lee Chew Lee Teo Seng Chee Tan |
| author_facet | Alwyn Vwen Yen Lee Chew Lee Teo Seng Chee Tan |
| author_sort | Alwyn Vwen Yen Lee |
| collection | DOAJ |
| description | Unprecedented global issues have caused large-scale disruption to preschools, requiring a rethink of existing teaching and learning approaches. This study examines the inception of a knowledge building approach in preschools using a case study method and a micro‑meso-macro (3M) analytical framework to understand impact and implications. We found that teachers and students, as micro units (individual agents) collaborated with each other at the meso level, where knowledge creation is carried out within communities, while interacting with macro units (school leaders). Analysis shows the knowledge building approach aided stakeholders in navigating organizational, technological, and pedagogical challenges. Elevating awareness and acknowledging impacts of the knowledge building approach can inspire critical discourse to understand and handle future disruptions in the educational landscape. |
| first_indexed | 2024-04-12T02:35:57Z |
| format | Article |
| id | doaj.art-f3e782efd19c4417b79c03318a3c1864 |
| institution | Directory Open Access Journal |
| issn | 2666-3740 |
| language | English |
| last_indexed | 2024-04-12T02:35:57Z |
| publishDate | 2022-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | International Journal of Educational Research Open |
| spelling | doaj.art-f3e782efd19c4417b79c03318a3c18642022-12-22T03:51:35ZengElsevierInternational Journal of Educational Research Open2666-37402022-01-013100147Rethinking teaching and learning with preschoolers: Professional development using knowledge building and a 3M analytical frameworkAlwyn Vwen Yen Lee0Chew Lee Teo1Seng Chee Tan2Corresponding author.; National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616, SingaporeNational Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616, SingaporeNational Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616, SingaporeUnprecedented global issues have caused large-scale disruption to preschools, requiring a rethink of existing teaching and learning approaches. This study examines the inception of a knowledge building approach in preschools using a case study method and a micro‑meso-macro (3M) analytical framework to understand impact and implications. We found that teachers and students, as micro units (individual agents) collaborated with each other at the meso level, where knowledge creation is carried out within communities, while interacting with macro units (school leaders). Analysis shows the knowledge building approach aided stakeholders in navigating organizational, technological, and pedagogical challenges. Elevating awareness and acknowledging impacts of the knowledge building approach can inspire critical discourse to understand and handle future disruptions in the educational landscape.http://www.sciencedirect.com/science/article/pii/S2666374022000267Teaching and learningProfessional developmentPreschool educationKnowledge buildingMicro‑meso-macro |
| spellingShingle | Alwyn Vwen Yen Lee Chew Lee Teo Seng Chee Tan Rethinking teaching and learning with preschoolers: Professional development using knowledge building and a 3M analytical framework International Journal of Educational Research Open Teaching and learning Professional development Preschool education Knowledge building Micro‑meso-macro |
| title | Rethinking teaching and learning with preschoolers: Professional development using knowledge building and a 3M analytical framework |
| title_full | Rethinking teaching and learning with preschoolers: Professional development using knowledge building and a 3M analytical framework |
| title_fullStr | Rethinking teaching and learning with preschoolers: Professional development using knowledge building and a 3M analytical framework |
| title_full_unstemmed | Rethinking teaching and learning with preschoolers: Professional development using knowledge building and a 3M analytical framework |
| title_short | Rethinking teaching and learning with preschoolers: Professional development using knowledge building and a 3M analytical framework |
| title_sort | rethinking teaching and learning with preschoolers professional development using knowledge building and a 3m analytical framework |
| topic | Teaching and learning Professional development Preschool education Knowledge building Micro‑meso-macro |
| url | http://www.sciencedirect.com/science/article/pii/S2666374022000267 |
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