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Chew, A. M. K. E., & Chen, A. Y. (1999). Conditions facilitating teacher development in Singapore schools. In M. Waas (Ed.), Enhancing learning: Challenge of integrating thinking and information technology into the curriculum: Proceedings of the 12th Annual Conference of the Educational Research Association ( pp. 95-104). Singapore: Plaza Parkroyal Hotel.
This paper examines the conditions that facilitate teacher development in Singapore
schools. It looks at teachers’ perceptions of their roles within the Singapore education system
and how this affects their professional lives. Five local schools were studied with a mix of
research methods using a primarily phenomenological approach. A survey of teachers'
background and professional development for teachers with four to seven years of service in
their schools was first conducted. Interviews were carried out with a purposive sample of these
teachers. Findings showed that, generally, teachers in Christian mission schools were enabled
to develop and become more effective by the strong, well-defined moral and ethical culture
found in such schools. This tradition was largely absent from government schools, and was often compensated for by a teacher’s ability to reconcile personal beliefs and perspectives with
conditions in the school environment. Frequently, teachers attributed the importance of these
beliefs and perspectives in their professional development to their family and educational
background. Other factors are also discussed. A conceptual framework to describe the process
of teacher development in Singapore, and some recommendations for future development, are also proposed.
This paper was published in the 1999 Proceedings of the ERA Annual Conference held at Plaza Parkroyal Hotel, Singapore from 23-25 November 1998
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