Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18074
Title: 
Improving schools through reflection for teachers: Lessons from Singapore
Authors: 
Keywords: 
Reflection
Teachers
Singapore
Issue Date: 
2008
Citation: 
Tan, C. (2008). Improving schools through reflection for teachers: Lessons from Singapore. School Effectiveness and School Improvement, 19(2), 225-238. http://dx.doi.org/10.1080/09243450802047931
Abstract: 
Using Singapore as an illustrative case study, this paper discusses the attempts by the Singapore
government to improve schools through reflection for teachers. The paper points out that the
conception of reflection advocated by the state and practised in schools is explicit and systematic
in nature, and focuses on specific and proximate matters within the academic and social efficiency
traditions. Arguing that such a conception of reflection is inadequate in enabling and empowering
teachers to become creators of new knowledge and practices, the paper proposes an expanded
conception of reflection based on the ideas of McLaughlin, Zeichner and Liston. Given the
international trend towards reflective practice in schools, the Singapore experience offers useful
lessons on the promises and pitfalls of reflection for teachers.
Description: 
This is the final draft, after peer-review, of a manuscript published in School Effectiveness and School Improvement. The published version is available online at http://www.tandfonline.com/10.1080/09243450802047931
URI: 
ISSN: 
0924-3453 (Print)
1744-5124 (Online)
Other Identifiers: 
10.1080/09243450802047931
Appears in Collections:Journal Articles

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