Buy-in or no buy-in? Teachers’ perceptions of a school-based teacher learning approach in Singapore
ARTICLE
Li-Yi Wang
International Journal of Educational Research Volume 95, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd
Abstract
This study examines teachers’ perceptions of a school-based professional development approach at a secondary school in Singapore. A thematic analysis of transcripts based on two focus group discussions with 10 teachers was conducted. The findings show that the participants appreciated the long runway of the approach but were uncomfortable with the curriculum-detached design of the approach. The participants had different opinions on the quality of instructional leadership but recognized the potential of the approach in promoting teacher reflection. The limitations include different levels of buy-in at the school, a backwash effect on students’ learning outcomes, and insufficient formal learning platforms. The professional development approach needs to focus more clearly on PD topics and provide more concrete exemplars and reflective sharing.
Citation
Wang, L.Y. (2019). Buy-in or no buy-in? Teachers’ perceptions of a school-based teacher learning approach in Singapore. International Journal of Educational Research, 95(1), 52-59. Elsevier Ltd. Retrieved August 10, 2024 from https://www.learntechlib.org/p/208386/.
This record was imported from International Journal of Educational Research on April 7, 2019. International Journal of Educational Research is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2019.03.006Keywords
References
View References & Citations Map- Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, pp. 10-20.
- Blank, R.K., & Alas, N.D. (2009). Effects of teacher professional development on gains in student achievement. How meta-analysis provides scientific evidence useful to education leaders. Washington, DC: Council of Chief State School Officers.
- Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., & Greenwood, A. (2005). Creating and sustaining effective professional learning communities. UK: Department for Education and Skills.
- Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), pp. 3-15.
- Bound, D., & Middleton, H. (2003). Learning from others at work: Communities of practice and informal learning. The Journal of Workplace Learning, 15(5), pp. 194-202.
- Braga, L. (2017). Empowering teachers to implement innovative content in physical education through continuous professional development. Teacher Development, 21(2), pp. 288-306.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, pp. 77-101.
- Campbell, A. (2011). Connecting inquiry and professional learning: Creating the conditions for authentic, sustained learning. Rethinking educational practice through reflexive inquiry, Vol. 7, pp. 139-151. Dordrecht: Springer.
- Campbell, E. (2012). Teacher agency in curriculum contexts. Curriculum Inquiry, 42(2), pp. 183-190.
- Charmaz, K. (2006). Constructing Grounded Theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.
- Cradler, J., Freeman, M., Cradler, R., & McNabb, M. (2002). Research implications for preparing teachers to use technology. Learning & Leading with Technology, 30(1), pp. 50-55.
- Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Available online: http://depts.washington.edu/ctpmail/PDFs/LDH_1999.pdf.
- Dede, C. (2010). Comparing frameworks for 21st century skills. 21 st century skills, pp. 51-76. Bloomington, IN: Solution Tree Press.
- Evans, L., & Abbott, I. (1997). Developing as mentors in school-based teacher training. Teacher Development, 1(1), pp. 135-148.
- Frykholm, J.A. (1998). Beyond supervision: Learning to teach mathematics in community. Teaching and Teacher Education, 14, pp. 305-322.
- Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), pp. 915-945.
- Gibson, S. (2012). Teachers’ perspectvies on the effectiveness of a locally planned professional development program for implementing new curriculum. Teacher Development, 16(1), pp. 1-23.
- Goh, C.T. (1997). Shaping our future: Thinking schools, learning nation. Singapore: Ministry of Education. Available online: http://www.moe.gov.sg/media/speeches/1997/020697.htm.
- Gopinathan, S., & Deng, Z. (2006). Fostering school-based curriculum development in the context of new educational initiatives in Singapore. Planning and Changing, 37(1 & 2), pp. 93-110.
- Greeno, J.G. (2003). ). Situative research relevant to standards for school mathematics. A research companion to principles and standards for school mathematics, pp. 304-332. Reston, VA: National Council of Teachers of Mathematics.
- Grossman, P.L., Weinburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103, pp. 942-1012.
- Guskey, T. (1995). Results-oriented professional development: In search of an optimal mix of effective practices. Available online: http://www.ncrel.org/sdrs/areas/rpl_esys/pdlitrev.htm.
- Hairon, S., & Dimmock, C. (2012). Singapore schools and professional learning communities: Teacher professional development and school leadership in an Asian hierarchical system. Educational Review, 64(4), pp. 405-424.
- Hairon, S., Goh, W.P., Chua, S.K., & Wang, L.Y. (2015). A research agenda for PLCs: Moving forward. Professional Development in Education.
- Hargreaves, A., & Fullan, M. (2012). Professional ICAital: Transforming teaching in every school. New York, NY: Teachers College Press.
- Hargreaves, E., Berry, R., Lai, Y.C., Leung, P., Scott, D., & Stobart, G. (2012). Teachers’ experiences of autonomy in continuing professional development: Teacher learning communities in London and Hong Kong. Teacher Development, 17(1), pp. 19-34.
- Hattie, J. (2003). Teachers make a difference: What is the research evidence?. Paper Presented at the Australian Council for Educational Research.
- Hord, S.M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory.
- Howitt, D., & Cramer, D. (2011). Introduction to research methods in psychology. Essex: Pearson Education Ltd..
- Huffman, D., Thomas, K., & Lawrenz, F. (2003). Relationship between professional development, teachers’ instructional practices, and the achievement of students in science and mathematics. School Science and Mathematics, 103, pp. 378-387.
- Jackson, D., & Temperley, J. (2007). From professional learning community to networked learning community. Professional learning communities: Divergence, depth and dilemmas, pp. 45-62. Berkshire, England: Open University Press.
- Kooy, M. (2015). Building a teacher-student community through collaborative teaching and learning: Engaging the most affected and least consulted. Teacher Development, 19(2), pp. 187-209.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
- Little, J.W. (2002). Locating learning in teachers’ communities of practice: Opening up problems of analysis in records of everyday practice. Teaching and Teacher Education, 18, pp. 917-946.
- Loucks-Horsley, S., & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School Science and Mathematics, 99, pp. 258-271.
- Louis, K.S., Marks, H.M., & Kruse, S. (1996). Teachers’ professional community in restructuring schools. American Educational Research Journal, 33, pp. 757-798.
- Lovett, S., & Gilmore, A. (2003). Teachers’ learning journeys: The Quality Learning Circle as a model of professional development. School Effectiveness and School Improvement, 14(2), pp. 189-211.
- McLaughlin, M.W., & Talbert, J.E. (2001). Professional communities and the work of high school teaching. Chicago, IL: The University of Chicago Press.
- Ministry of Education, Singapore (2012). New model for teachers’ professional development launched. Available online: http://www.moe.gov.sg/media/speeches/2012/05/31/address-by-mr-heng-swee-keat-a.php.
- Ministry of Education, Singapore (2010). MOE to enhance learning of 21st Century competencies and strengthen Art, Music and Physical Education. Available online: http://www.moe.gov.sg/media/press/2010/03/moe-to-enhance-learning-of-21s.php.
- Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved school systems keep getting better.
- Newmann, F.M. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass Publishers.
- Putnam, R.T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning?. Educational Researcher, 29(1), pp. 4-15.
- Schon, D.A. (1987). Educating the reflective practitioner: Towards a new design for teaching and learning in the professions. San Francisco, CA: Jossey Bass.
- Schon, D.A. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.
- Seago, N. (2004). Using video as an object of inquiry for mathematics teaching and learning. Using video in teacher education: Advances in research on teaching, Vol. 10, pp. 259-286. Orlando, FL: Elsevier, Ltd..
- Teo, C.H. (2001). A high quality teaching force for the future: Good teachers, capable leaders, dedicated specialists. Singapore: Ministry of Education. Available online: http://www.moe.gov.sg/media/speeches/2001/sp14042001.htm.
- Yates, S. (2007). Teachers’ perceptions of their professional learning activities. International Education Journal, 8(2), pp. 213-221.
- Yoon, K.S., Duncan, T., Lee, S.W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Washington, DC: US Department of Education.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References