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Situating and contextualising professional development for sustained practice and learning in school
Citation
Lee, S. S., & Tan, L. S. (2020). Situating and contextualising professional development for sustained practice and learning in school (Report No. OER 07/14 WLY). National Institute of Education (Singapore), Office of Education Research.
Abstract
The Ministry of Education (MOE) recognises the importance of teachers’ professional development (PD) by introducing the Teacher Growth Model (TGM). In line with TGM, our case study, Stanley School, adopts a 5 stage, school-based PD cycle. This study is situated in the third iteration of this PD cycle, focused on differentiated instruction (DI). The key components of DI are the develop students’ critical and creative thinking which relates to students’ 21st century competencies. This study aims to understand the intended conditions for professional growth and teachers’ perceptions of these conditions and ways in which PD informs enactment and sustenance of practice, as well as achieved outcomes of PD such as shifts in students’ learning and teachers’ readiness.
Date Issued
2020
Publisher
Office of Education Research, National Institute of Education, Singapore
Description
Note: Restricted to NIE Staff.
Project
OER 07/14 WLY
Grant ID
Education Research Funding Programme (ERFP)
Funding Agency
Ministry of Education, Singapore