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Why a Study on Teachers’ Conception of Knowledge Creation

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Conceptions of Knowledge Creation, Knowledge and Knowing

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Abstract

In this chapter, we introduce the background of the study, leading to the relationship between teachers and knowledge creation, and the significance of conducting the research. We first explain the changes to the world’s landscape due to the advent of the Knowledge Age and knowledge economy, which have ramifications on education. Consequently, teachers, who are at the frontline of educating our youths, would need to change their classroom practices. However, teacher’s beliefs, including their personal epistemology and conceptions of knowledge creation, could influence their reaction and motivation to change. The literature, however, is relatively silent on studies about teacher’s conception of knowledge creation, therein lies the significance and urgency of the study that we conducted and reported in this book.

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Authors and Affiliations

  1. Yusof Ishak Secondary School, Ministry of Education, Singapore, Singapore

    Yuh Huann Tan

  2. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Seng Chee Tan

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Correspondence to Yuh Huann Tan .

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Tan, Y.H., Tan, S.C. (2020). Why a Study on Teachers’ Conception of Knowledge Creation. In: Conceptions of Knowledge Creation, Knowledge and Knowing. Springer, Singapore. https://doi.org/10.1007/978-981-15-3564-2_1

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  • DOI: https://doi.org/10.1007/978-981-15-3564-2_1

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