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Improving schools through reflection for teachers: Lessons from Singapore
Citation
Tan, C. (2008). Improving schools through reflection for teachers: Lessons from Singapore. School Effectiveness and School Improvement, 19(2), 225-238. https://doi.org/10.1080/09243450802047931
Author
Tan, Charlene
Abstract
Using Singapore as an illustrative case study, this paper discusses the attempts by the Singapore government to improve schools through reflection for teachers. The paper points out that the conception of reflection advocated by the state and practised in schools is explicit and systematic in nature, and focuses on specific and proximate matters within the academic and social efficiency traditions. Arguing that such a conception of reflection is inadequate in enabling and empowering teachers to become creators of new knowledge and practices, the paper proposes an expanded conception of reflection based on the ideas of McLaughlin, Zeichner and Liston. Given the international trend towards reflective practice in schools, the Singapore experience offers useful lessons on the promises and pitfalls of reflection for teachers.
Keywords
Date Issued
2008
Publisher
Taylor & Francis
Journal
School Effectiveness and School Improvement