Situating and contextualising professional development for sustained practice and learning in school

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.