A Contextualized Account of Holistic Education in Finland and Singapore: Implications on Singapore Educational Context

Lee, Daphnee Hui Lin; Hong, Helen; Niemi, Hannele

doi:10.1007/s40299-014-0189-y

Cited by 17 publications

(22 citation statements)

References 15 publications

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“…To confirm and expand the results from this exploratory study in the US context, future research on PSTs' diagnostic competence in other countries could investigate the cycle involved in modifying assessment items and describe similarities and differences. Such cross-cultural comparison has the potential [60] to add much to the international comparative studies (e.g., [61] about comparing educational systems in Finland and Singapore) about PSTs' diagnostic competence. PSTs can implement an assessment item on students, re-modify the item, and then implement it again.…”

Section: Discussionmentioning

confidence: 99%

Building Preservice Teachers’ Diagnostic Competence: An Exploratory Study in the Domain of Fractions

2021

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In this study, we explored elementary preservice teachers’ (PSTs’) competence to make diagnostic inferences about students’ levels of understanding of fractions and their approaches to developing appropriate tiered assessment items. Although recent studies have investigated beginning teachers’ diagnostic competency, teachers’ ability to design and evaluate diagnostic assessment items has remained largely underexplored. Fifty-seven PSTs, who enrolled in a mathematics methods course at a midwestern university in the U.S., participated in developing and attempting to differentiate diagnostic assessment items considering individual students’ varied levels of understanding. An inductive content analysis approach was used in identifying general patterns of PSTs’ approaches and strategies in designing and revising tiered assessment items. Our findings revealed the following: (a) the PSTs were well versed in students’ cognitive difficulties; (b) when modifying the core questions to be more or less difficult, the PSTs predominantly used strategies related to procedural fluency of the questions; and (c) some strategies PSTs used to modify questions did not necessarily yield the intended level of difficulty. Further, we discussed the challenges and opportunities teacher education programs face in teaching PSTs how to effectively design tiered assessment items.

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Section: Discussionmentioning

confidence: 99%

Building Preservice Teachers’ Diagnostic Competence: An Exploratory Study in the Domain of Fractions

2021

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“…Certains participants de cette recherche ont tout de même affirmé vouloir adopter des méthodes pédagogiques favorisant des apprentissages à caractère holistique. Le contexte universitaire présente néanmoins des obstacles à ce changement de pratiques, comme le manque de temps à consacrer à la préparation des cours (de Hosson et al, 2014;Walder, 2015), le manque de collaboration entre les membres du corps enseignant découlant d'une perception que l'enseignement est une tâche individuelle (Töytäri et al, 2017) ainsi que la culture universitaire axée sur la performance scolaire des étudiants et non sur leur développement holistique (Lee et al, 2014;Ricci et Pritscher, 2015;Sanford et al, 2012).…”

Section: Discussionunclassified

Pratiques enseignantes mises en œuvre en contexte de classe autochtone universitaire : analyse du discours du corps enseignant d’une université québécoise

Gingras-Lacroix¹,

Labra²

2021

CJE/RCE

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Cette recherche qualitative phénoménologique réalisée auprès de dix membres du corps enseignant de l’Université du Québec en Abitibi-Témiscamingue s’intéresse aux pratiques enseignantes utilisées pour favoriser la réussite des étudiants autochtones. Il résulte de l’analyse thématique du discours des participants, collecté par des entrevues semi-dirigées, que leurs choix pédagogiques ne dépendent pas de la présence ou non d’étudiants autochtones dans le groupe. Cette étude révèle également que, dans ce contexte, les participants adaptent le contenu de leurs cours et adoptent une attitude d’écoute, de flexibilité, d’ouverture et de respect. Cela témoigne des efforts individuels déployés pour rendre l’enseignement universitaire plus inclusif.

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“…In Singapore, collective welfare, community harmony and the good of society is prioritized over the individual. While holistic education as an approach to education developed in the West, its philosophical fundamentals suit Eastern value systems very well (Lee et al, 2014).…”

Section: Teacher Education Model For the 21 St Century (Te21) In Generalmentioning

confidence: 99%

Principles of holistic education applied to the Teacher Education Model for the 21st Century in Singapore

Pařízek¹,

Brno²

2021

SocEd

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The theoretical study relates the principles of holistic education to the Teacher Education Model for the 21st Century (TE21) in Singapore. Building on the principles of holistic education, TE21 aims to produce highly qualified educators who succeed in nurturing the potential in each child. Holistic education is a humanistic and democratic educational approach that was developed in the USA. Its goal is to help every learner reach their highest innate potential, find their identity and purpose in life, and become socially and environmentally responsible. This study shows how the same principles may lead to slightly different outcomes when adjusted to the needs of Singaporean society. As a direct product of the National Institute of Education and the Ministry of Education, TE21 confirms the importance of a national educational strategy, which is the core of economic growth and political stability, as well as a tool to be used for fighting inequality and dealing with other social issues.

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A Contextualized Account of Holistic Education in Finland and Singapore: Implications on Singapore Educational Context

Cited by 17 publications

References 15 publications

Building Preservice Teachers’ Diagnostic Competence: An Exploratory Study in the Domain of Fractions

Building Preservice Teachers’ Diagnostic Competence: An Exploratory Study in the Domain of Fractions

Pratiques enseignantes mises en œuvre en contexte de classe autochtone universitaire : analyse du discours du corps enseignant d’une université québécoise

Principles of holistic education applied to the Teacher Education Model for the 21st Century in Singapore

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