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- W4313372283 abstract "This chapter analyses the pedagogical encounters of students in two Primary 4 (9–10 years old) classrooms in Singapore. The chapter is based on an ethnographic study conducted in the first and second semesters of the school year in the classrooms, for one week at a time, focusing on how the curriculumCurriculum, Singapore is enacted. The Ministry of EducationMinistry of Education (MOE) (MOE) in Singapore has created multiple initiatives to ensure that pedagogical practices are relevant and current so that students are provided with optimal learning conditions. In this chapter, we consider these initiatives and from their broad aims continue the analyses by focusing on the specific pedagogiesPedagogiesLearning by Design that we observed in the classrooms. We analyse the pedagogical encounters using the Learning by Design frameworkYelland, Nicola (Yelland in A pedagogy of multiliteracies: learning by design. Palgrave Macmillan, 2015; Yelland et al in Asia Pac J Teach Educ 36:197–213, 2008) which view pedagogies as knowledge processes that are enacted in experiencing, conceptualising, analysing and applying in classroom activities. We reflect on the teaching practices and learning scenarios that have been designed for the students and explore the visible learning outcomes." @default.
- W4313372283 created "2023-01-06" @default.
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- W4313372283 date "2022-01-01" @default.
- W4313372283 modified "2023-10-16" @default.
- W4313372283 title "Pedagogical Encounters: Analysing Teaching and Learning in Singapore Classrooms" @default.
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- W4313372283 doi "https://doi.org/10.1007/978-981-19-6645-3_4" @default.
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