Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22738
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dc.contributor.authorKoh, Elizabethen
dc.contributor.authorKwek, Dennis Beng Kiaten
dc.contributor.authorHong, Helenen
dc.contributor.authorCostes-Onishi, Pamela Graceen
dc.contributor.authorChua, Paul Meng-Huaten
dc.date.accessioned2021-02-21T08:31:37Z-
dc.date.available2021-02-21T08:31:37Z-
dc.date.issued2020-
dc.identifier.citationKoh, E., Kwek, D., Hong, H., Onishi, P., & Chua, P. (2020). A review of the literature on teacher policies in high performing education systems: Implications for Singapore. National Institute of Education (Singapore), Office of Education Research.en
dc.identifier.urihttp://hdl.handle.net/10497/22738-
dc.descriptionNote: Restricted to NIE staff only. Contact author for access to report.-
dc.description.abstractWe adapt a policy-oriented analytical framework to consider important teacher policy leverages that can help to generate successful learners - the teacher policy strategies framework (TPSF). The TPSF comprises a set of micro-layered strategies focusing on the personal growth of the individual teacher. At the same time, there are macro- layered strategies that are more cognizant of the wider system ecology. These micro- and macro-layer policy imperatives collectively and coherently drive a teacher development agenda. The micro-layer policies are: teacher recruitment; initial teacher preparation; compensation and incentives; career development structures; and, professional development and continuous learning. The micro-layer policies are supported by macro- layer policies that build a robust and coherent ecology of capacity building, identity formation, and change drivers needed to align and steer teacher education. For macro- layer policies we highlight: accountability, performance management and evaluation; school leadership; teacher symbolism; policy integration, alignment and coherence; and, collective teachers’ voice.en
dc.language.isoenen
dc.publisherOffice of Education Research, National Institute of Education, Singaporeen
dc.subjectTeacher policyen
dc.subjectTeacher qualityen
dc.subjectEducation systemen
dc.subject21st centuryen
dc.subjectScoping studyen
dc.subjectSingaporeen
dc.titleA review of the literature on teacher policies in high performing education systems: Implications for Singaporeen
dc.typeTechnical Reporten
dc.description.projectSUG 03/15 EK-
dc.grant.idEducation Research Funding Programme (ERFP)en
dc.grant.fundingagencyMinistry of Education, Singaporeen
item.openairetypeTechnical Report-
item.cerifentitytypePublications-
item.languageiso639-1en-
item.fulltextWith file-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.grantfulltextRestricted-
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