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Teacher professional development in a Singapore school: Tensions and contradictions
Citation
Tay, L. Y., Kalaivani Ramachandran, Ong, M., & Towndrow, P. (2020). Teacher professional development in a Singapore school: Tensions and contradictions (Report No. SUG 10/18 TLY). National Institute of Education (Singapore), Office of Education Research.
Author
Tay, Lee Yong
•
Kalaivani Ramachandran
•
Ong, Monica Woei Ling
•
Towndrow, Phillip A. (Phillip Alexander)
Abstract
This SUG is a follow-up of an earlier research study (OER 24/12 CCH) done by Chang, Teng, Tan, Chan, and Tham-Poh (2014) of NIE and the Ministry of Education (MOE). Chang, Tan, Chan, et al. (2014) conducted a baseline study and extended exploration on the factors affecting a teacher’s motivation to do professional development. They identified the following issues and tensions that teachers commonly faced when they engage in professional development, that is, (a) to balance between individual versus organisational needs, (b) to juggle the responsibility to stay current versus being there for students’ learning and (c) to choose between compulsory professional development versus voluntary on need basis (Tan, Chang, & Teng, 2015). This SUG adopts a case study approach towards the understanding of how teachers and the school community from a typical school facilitate the reconciliation of the above-mentioned tensions and dilemmas faced by teachers and the school in their engagement with in-service professional learning.
Date Issued
2020
Publisher
Office of Education Research, National Institute of Education, Singapore
Description
Note: Restricted to NIE staff.
Project
SUG 10/18 TLY
Grant ID
Education Research Funding Programme (ERFP)
Funding Agency
Ministry of Education, Singapore