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Teacher professional development
Teacher learning
Structures and processes
Sociocultural perspective
Issue Date: 
Office of Education Research, National Institute of Education, Singapore
Tay, L. Y., Kalaivani Ramachandran, Ong, M., & Towndrow, P. (2020). Teacher professional development in a Singapore school: Tensions and contradictions. National Institute of Education (Singapore), Office of Education Research.
This SUG is a follow-up of an earlier research study (OER 24/12 CCH) done by Chang, Teng, Tan, Chan, and Tham-Poh (2014) of NIE and the Ministry of Education (MOE). Chang, Tan, Chan, et al. (2014) conducted a baseline study and extended exploration on the factors affecting a teacher’s motivation to do professional development. They identified the following issues and tensions that teachers commonly faced when they engage in professional development, that is, (a) to balance between individual versus organisational needs, (b) to juggle the responsibility to stay current versus being there for students’ learning and (c) to choose between compulsory professional development versus voluntary on need basis (Tan, Chang, & Teng, 2015). This SUG adopts a case study approach towards the understanding of how teachers and the school community from a typical school facilitate the reconciliation of the above-mentioned tensions and dilemmas faced by teachers and the school in their engagement with in-service professional learning.
Note: Restricted to NIE staff only. Contact author for access to report.
Project number: 
SUG 10/18 TLY
Grant ID: 
Education Research Funding Programme (ERFP)
Funding Agency: 
Ministry of Education, Singapore
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With file
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