Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22641
Title: 
Authors: 
Subjects: 
School-based PD
Teacher learning
Structures and processes
Context
Teacher and student outcomes
Issue Date: 
2020
Publisher: 
Office of Education Research, National Institute of Education, Singapore
Citation: 
Lee, S. S., & Tan, L. S. (2020). Situating and contextualising professional development for sustained practice and learning in school. National Institute of Education (Singapore), Office of Education Research.
Abstract: 
The Ministry of Education (MOE) recognises the importance of teachers’ professional development (PD) by introducing the Teacher Growth Model (TGM). In line with TGM, our case study, Stanley School, adopts a 5 stage, school-based PD cycle. This study is situated in the third iteration of this PD cycle, focused on differentiated instruction (DI). The key components of DI are the develop students’ critical and creative thinking which relates to students’ 21st century competencies. This study aims to understand the intended conditions for professional growth and teachers’ perceptions of these conditions and ways in which PD informs enactment and sustenance of practice, as well as achieved outcomes of PD such as shifts in students’ learning and teachers’ readiness.
Description: 
Note: Restricted to NIE staff only. Contact author for access to report.
URI: 
Project number: 
OER 07/14 WLY
Grant ID: 
Education Research Funding Programme (ERFP)
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
Restricted
File Availability: 
With file
Appears in Collections:OER - Reports

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