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The future of geography education in Southeast Asia
No full textGeography education in Southeast Asia (SEA) offers enormous promise and potential in the future. With the region’s fast economic development and growing global interconnections, recognizing and navigating SEA’s varied geography is critical. Predicting the future of anything will require a deep understanding of what has happened, a critical examination of the present, and a consideration of a range of possibilities for the future. This chapter first provides an overview of the evolution of the discourses in geography in SEA over the last three decades before presenting a discussion on some of the current realities in the region, including issues like inclusion, uneven teacher quality, and the state of geographical education in relation to neoliberal needs
Leveraging on co-constructive partnership and teachers’ experiences for a meaning-oriented professional learning and innovation
No full textThis study examines the interrelationships between self-efficacy, teacher learning, and co-constructed partnership (school-university-community-government) in professional development. Through the case of a unique curriculum called Teaching Living Legends (TLL) for teaching music, the study explains how continuity in partnership and “enacted mastery experience” become important levers for teacher learning and the increase of teacher self-efficacy. This study collected email interviews, open-ended survey responses, and lesson observation to determine how teachers exhibit the characteristics of high teacher self-efficacy as outlined by Ross and Bruce (2007). It was found that teacher learning and self-efficacy increase when a connection is present between theory, practice, and person. The study concludes that programme continuity through co-constructive partnership and flexible implementation of professional development (PD) curriculum provides the space for teachers to observe their own practices over time to witness the effects of the skills and knowledge gained to their individual needs. Therefore, this focus on the teachers’ experiences makes PD meaning-oriented, which leads teachers to pedagogically innovate in delivering new content.</p
Teacher resilience, professional learning, and professionalism in Singapore
No full textTeacher professional learning and professionalism cannot be advanced via a singular focus on building core competencies, standards, knowledge, and skills alone. Never is this made more apparent than in Singapore, where a highly efficient and effective teaching fraternity has been nurtured over the years through centralised policy-making but where increasing attention has been paid to the importance of holistic development and individual student wellbeing. Alongside this policy shift, we argue for a more holistic and dynamic view of teacher professionalism that considers the values and moral foundations of teaching. Teacher resilience must be seen as a social practice that is context dependent and realised through a process of coping and appraisal. Building on social cultural and cognitive theory, our multiple-case study examines the stories of professional growth written by two school leaders almost a decade ago together with more recent interview data via the narrative inquiry method. Our findings indicate that their professional identities and practices as teachers and school leaders were deeply grounded in student-centric values formed in their beginning teacher days and in ways that enhanced their professional excellence and growth. The need for research, policy, and practice that prioritise emotional wellbeing and the development of the whole person is also discussed.</p
The influence of linear and nonlinear pedagogies on movement exploration of a weightlifting skill
No full textThe open access publication is available at https://doi.org/10.1016/j.actpsy.2025.105212The influence of linear and nonlinear pedagogies on movement exploration of a weightlifting skillTraditional linear pedagogy (LP) is frequently criticised for being overly restrictive and limiting the development of individualised movement solutions. This has led to the recommendation of less restrained approaches, such as nonlinear pedagogy, to foster broad, self-organised movement exploration. However, limited research has investigated the nature of exploration strategies between LP and NLP approaches. This study aimed to investigate the dynamics of exploration under LP and NLP approaches. A four-week intervention involving 16 novice weightlifters demonstrated that NLP and LP facilitated similar performance outcomes, challenging the assumption that structured approaches inhibit movement exploration. Cluster analyses revealed that NLP enabled broader exploration, while LP narrowed exploration to certain movements. Interestingly, even within LP's structured limits, participants exhibited meaningful adaptive behaviour through minor movement adjustments. A significant interaction between exploration and learning was observed under NLP, indicating that exploration plays a functional role in performance improvement. These findings suggest that contrary to previous research, linear pedagogies do not necessarily deny learners the opportunity to exploit functional movement variability during the learning process. This research offers new insights into the nuanced interplay between exploration and adaptation when engaged in different learning approaches
Developments in low-temperature plasma applications in Asia
No full textLow-temperature plasmas, also known as non-thermal plasmas, are partially ionized gases whose electron temperatures are much higher than those of the ions and neutrals. Furthermore, gaseous molecules are partly dissociated, and the degree of dissociation is orders of magnitude larger than that calculated from the Boltzmann distribution at a given gas temperature. This distinguishing characteristic allows low-temperature plasma (LTP) to have diverse uses in many fields, including medical and biological, agriculture, environmental, and electronics and semiconductor applications. Applications of LTP have been increasing worldwide, but in this particular topic, we will focus on the advances in LTP applications in Asia
C J Koh Professorship in Education
No full textRelated recordings: https://www.youtube.com/watch?v=PbLgzmq9WL
"If ChatGPT was used...then it shouldn't be graded": Understanding pre-service teachers' perceptions towards generative artificial intelligence for English teaching and learning
No full textThis chapter reports on a study of pre-service teachers’ perceptions towards the use of Generative Artificial Intelligence (GenAI) in English teaching and learning (ETL). Interviews with three pre-service educators across different educational contexts, one in Asia and two in Europe, were conducted to explore the influences that educational contexts have on shaping their perceptions. The findings highlight a complex interplay between external and internal influences. External factors include the nature of school policies on the use of GenAI for teaching and learning, while internal factors involve personal experiences with the use of GenAI. For example, the study found that beyond school policies on GenAI, pre-service teachers’ social networks and their teacher educators’ opinions were influential in shaping their attitudes towards the use of GenAI for ETL. The results of this work also show that pre-service educators with first-hand experience using GenAI were more positive about its application in ETL. Based on our analysis, we discuss implications for developing teachers’ and students’ multiliteracies to engage with GenAI tools critically and meaningfully as semiotic technologies. We also offer recommendations for pre-service teacher education as well as practitioners’ professional development to harness the affordances of GenAI for ETL.</p
Test of the equality of several high-dimensional covariance matrices: A normal-reference approach
No full textThe open access publication is available at https://doi.org/10.3390/math13020295As the field of big data continues to evolve, there is an increasing necessity to evaluate the equality of multiple high-dimensional covariance matrices. Many existing methods rely on approximations to the null distribution of the test statistic or its extreme-value distributions under stringent conditions, leading to outcomes that are either overly permissive or excessively cautious. Consequently, these methods often lack robustness when applied to real-world data, as verifying the required assumptions can be arduous. In response to these challenges, we introduce a novel test statistic utilizing the normal-reference approach. We demonstrate that the null distribution of this test statistic shares the same limiting distribution as a chi-square-type mixture under certain regularity conditions, with the latter reliably estimable from data using the three-cumulant matched chi-square-approximation. Additionally, we establish the asymptotic power of our proposed test. Through comprehensive simulation studies and real data analysis, our proposed test demonstrates superior performance in terms of size control compared to several competing methods.RI 4/22 ZT