Abstract
Though Singaporean teachers are familiar with the catchphrases of socio-constructivist learning, many are relatively unfamiliar with its epistemological difference from their deeply entrenched habits of pedagogic thinking. This is because the roots of our educational heritage do not stem from the socio-constructivist paradigm. In this paper, I present how the flipped classroom approach in a post-graduate degree course (Masters in Education) provided the platform for students who are practicing teachers to experience socio-constructivist learning. The data is drawn from reflections of over 80 students over four semesters. Having experienced socio-constructivist learning through the flipped classroom approach in this post-graduate degree course, these teachers reflected on their epiphanies and realizations of misconceptions of socio-constructivism in their own teaching. I also highlight how the structure of the course brings out the necessary conditions to effectively scaffold socio-constructivist learning.
Presenters
Christina Lim-RatnamSenior Lecturer, Policy, Curriculum and Leadership, National Institute of Education, Nanyang Technological University, Singapore
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Flipped Classroom Approach, Socio-constructivist Learning, Teacher In-service Professional Development
