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A review of the literature on teacher policies in high performing education systems: Implications for Singapore
Citation
Koh, E., Kwek, D., Hong, H., Onishi, P., & Chua, P. (2020). A review of the literature on teacher policies in high performing education systems: Implications for Singapore (Report No. SUG 03/15 EK). National Institute of Education (Singapore), Office of Education Research.
Author
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Hong, Helen
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Chua, Paul Meng Huat
Abstract
We adapt a policy-oriented analytical framework to consider important teacher policy leverages that can help to generate successful learners - the teacher policy strategies framework (TPSF). The TPSF comprises a set of micro-layered strategies focusing on the personal growth of the individual teacher. At the same time, there are macro- layered strategies that are more cognizant of the wider system ecology. These micro- and macro-layer policy imperatives collectively and coherently drive a teacher development agenda. The micro-layer policies are: teacher recruitment; initial teacher preparation; compensation and incentives; career development structures; and, professional development and continuous learning. The micro-layer policies are supported by macro- layer policies that build a robust and coherent ecology of capacity building, identity formation, and change drivers needed to align and steer teacher education. For macro- layer policies we highlight: accountability, performance management and evaluation; school leadership; teacher symbolism; policy integration, alignment and coherence; and, collective teachers’ voice.
Date Issued
2020
Publisher
Office of Education Research, National Institute of Education, Singapore
Description
Note: Restricted to NIE staff.
Project
SUG 03/15 EK
Grant ID
Education Research Funding Programme (ERFP)
Funding Agency
Ministry of Education, Singapore