Assistant Professor
Department of Curriculum and Pedagogy (EDCP)
Her research focuses on teacher beliefs, learning and readiness often within the contexts of curriculum reforms. She also seeks to explore collaborative efforts between teachers, researchers and policy makers in reform settings. Bearing direct implications for policy making and teaching practice, her scholarship helped to advance knowledge in science and outdoor education, curriculum reforms and teacher education. She has also conducted a series of outdoor education public seminars in Singapore.
Contributions:
Tan, Y. S. M., & Caleon, I. M. (2015). Problem finding in professional learning communities: A learning study approach. Scandinavian Journal of Educational Research. doi: 10.1080/00313831.2014.996596
Atencio, M. J., Tan, Y. S. M., Ho, S., & Chew, T. C. (2015). ‘The strawberry generation… they are too pampered’: Pre-service Physical Education teachers’ perspectives of Outdoor Education in Singapore. European Physical Education Review, 21(1), 31-50
Tan, Y. S. M. (2014). A researcher-facilitator’s reflection: Implementing a Singapore case of learning study. Teaching and Teacher Education, 37, 44-54.
Tan, Y. S. M. (2014). Enriching a collaborative teacher inquiry discourse – Exploring teachers’ experiences of a theory-framed discourse in a Singapore case of lesson study. Educational Action Research, 22(3), 411-427.
Tan, Y. S. M., & Nashon, S. M. (2013). Promoting teacher learning through learning study discourse: The case of science teachers in Singapore. Journal of Science Teacher Education, 24(5), 859-877.
Keywords:
Science Education Research; Teacher Education Research; Teacher Research; Outdoor Education; Teacher Collaborative Inquiry; Action Research; Pedagogy; Curriculum Reforms and Initiatives
michelle.tan@ubc.ca
Departmental profile page
Departmental profile page