Developing the competencies of Singapore science teacher-researchers
Teo, T. W., & Tan, A. L. (2021). Developing the competencies of Singapore science teacher-researchers. In O. S. Tan, E. L. Low, E. G. Tay, & K. Y. Yaw (Eds.), Singapore math and science education innovation (pp. 273–285). Springer. https://doi.org/10.1007/978-981-16-1357-9_16
The Singapore Ministry of Education (MOE) encourages teachers to engage in continual professional development to keep abreast of the latest developments in research that inform teaching, learning, and assessment. Teachers can participate in formal and informal programmes to upgrade their knowledge and practices inside and outside classroom teaching. This book chapter focuses on the repertoire of opportunities available to Singapore science teachers to support them in their progression into established professionals. Besides short-term courses, obtaining a Master’s degree is yet another way to build the professional capacity of the teaching workforce. Investing time to pursue a Master’s degree requires commitment and, more importantly, support from the school leaders and MOE. In this chapter, we show how different routes to obtaining a Master’s degree and the different funding sources available to them. Bespoked professional development for teachers also come in the form of research partnerships that empowers teachers more than mere participation. Here, we describe the different projects that science teachers have embarked on to gain firsthand experience in research. Action research is popular among science teachers and has created opportunities for them to present at professional meetings such as conferences. In summary, this book chapter offers insights into how the Singapore science teaching fraternity builds up its human capabilities through committing time, effort, and many other resources into engaging teachers in research to support their evidence-based practices. In the process, these science teachers progressively develop into established professionals.