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Teacher inquiry about pedagogical practices: A case study of a Singapore school
Citation
Lee, S. S., Ho, J., Ong, M., Jang, H., & Lim, Q. (2024). Teacher inquiry about pedagogical practices: A case study of a Singapore school (Report No. OER 15/17 LSS). National Institute of Education (Singapore), Office of Education Research. https://hdl.handle.net/10497/27419
Abstract
The 21st century is an era of changes. Professional Development (PD) and teacher learning are critical. The Ministry of Education (MOE) recognises the importance of PD and introduced the Teacher Growth Model (TGM) in 2012. In line with TGM, there are efforts to promote teacher inquiry in communities. Teacher Inquiry (TI) is a systematic study of one’s teaching practice. Literature suggests that collaborative inquiry in communities promotes teacher learning and change in practice, which in turn, contributes to school improvement and effectiveness. Thus, it is useful to document how Singapore schools engage in self-improvement where teachers inquire critically by examining their assumptions about pedagogies and student learning to develop professionalism and change practices.
Date Issued
2024
Publisher
Office of Education Research, National Institute of Education, Singapore
Series
OER Final Report
Description
Note: Restricted to NIE staff.
Project
OER 15/17 LSS
Grant ID
Education Research Funding Programme (ERFP)
Funding Agency
Ministry of Education, Singapore