Teachers’ Conceptions on the Phenomenon of Knowledge Creation in Education

Abstract

This chapter presents the findings to the third research question—“What are the qualitatively different ways in which Singapore Chinese Language teachers understand knowledge creation in the context of education”? Similar to Chaps. 5 and 6, the qualitatively different ways of how Singapore Chinese Language teachers conceptualise knowledge creation in the context of education will be presented in the phenomenographic outcome space through three steps. The order of presentation is the key dimensions of variation, the categories of description and finally the entire outcome space in diagrammatic form. Next, a close examination of the individual categories of description based on the quotes that made up the dimensions of variation in each category will be reviewed. After that, some non-critical aspects that emerged from participants’ understanding (i.e. themes that do not fit into any hierarchical relationship in the outcome space) will be listed. Lastly, an overall view of the teachers’ conception of knowledge creation as a phenomenon in the context of education based on the structure of awareness will be presented.