| Título: | Teacher Professional Development in Singapore: Depicting the Landscape |
| Autores: | BAUTISTA, Alfredo ; WONG, Joanne ; GOPINATHAN, Saravanan |
| Tipo de documento: | texto impreso |
| Editorial: | Editorial Universidad de Almería, 2015-04-30 |
| Dimensiones: | application/pdf |
| Nota general: |
Psychology, Society, & Education; Vol. 7, Núm. 3 (2015); 311-326 Psychology, Society, & Education; Vol. 7, Núm. 3 (2015); 311-326 1989709X 2171-2085 10.25115/psye.v7i3 Copyright (c) 2017 Psychology, Society, & Education |
| Idiomas: | Inglés |
| Palabras clave: | Artículos |
| Resumen: | ABTRACT: This article depicts the landscape of teacher professional development (PD) in Singapore, one of the world’s top-performing countries in education. We provide an overview of the resources available to the approximately 30,000 teachers within the 350 primary and secondary schools run by the Ministry of Education (MOE). We focus on the three main PD providers: the National Institute of Education, the Academy of Singapore Teachers and six Centers of Excellence, and schools themselves. Guided by the “Teacher Growth Model,” these providers aim at making PD coherent with teachers’ interests, the needs of schools, and the national curriculum. Teachers in Singapore are given the exceptionally high allotment of 100 voluntary hours of PD per year. There are multiple types of activities teachers can engage in, ranging from formal/structured courses and programs to more informal/reform-based initiatives (action research, lesson study). Teachers with different levels of expertise and career paths have access to different PD opportunities. Most PD is subject-specific and provides teachers with opportunities for networked learning, collegial sharing, and collaboration. In fact, all MOE schools have been recently mandated to become Professional Learning Communities (PLC). We conclude that this comprehensive set of PD resources, considered as a whole, presents the features of “high-quality” PD described in the international literature. However, we suggest that more research is needed to examine the extent to which such an ambitious PD model is enhancing teachers’ knowledge and pedagogies, and ultimately students’ learning. |
| En línea: | http://ojs.ual.es/ojs/index.php/psye/article/view/523 |
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