Using phenomenography to investigate the enacted object of learning in teaching activities: The case of teaching Chinese characters in Hong Kong preschools

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Abstract

This study set out to use phenomenography as a theoretical framework to investigate teaching in classrooms, focusing on how the same content is enacted differently in different teaching activities. We observed teaching activities intended to teach children to recognize Chinese characters in preschools and collected data about the delivery of the teaching activities. A total of 3 categories of teaching activities were identified from the data, which correspondingly reflected 3 ways of seeing the recognition of characters: (A) recognition as matching items, (B) recognition as imitating behaviors, and (C) recognition as constructing meanings. Our results were useful for fostering the professional learning of teachers in practical ways as well as holding the potential to further advance the methodology of phenomenography. Copyright © 2016 Scandinavian Journal of Educational Research.
Original languageEnglish
Pages (from-to)169-186
JournalScandinavian Journal of Educational Research
Volume61
Issue number2
Early online dateFeb 2016
DOIs
Publication statusPublished - 2017

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Hong Kong
Teaching
learning
classroom
methodology
teacher

Bibliographical note

Lam, H. C. (2017). Using phenomenography to investigate the enacted object of learning in teaching activities: The case of teaching Chinese characters in Hong Kong preschools. Scandinavian Journal of Educational Research, 61(2), 169-186.

Keywords

  • Chinese characters
  • Early childhood education
  • Phenomenography
  • Teaching activity
  • Word learning