The Journey Towards Excellence: Effects of Professional Learning and Leadership on Singapore's Education System

2018 ◽  
Author(s):  
Maryam Yasinian
Keyword(s):  
Professional Learning ◽  
Education System

Cultivating sustained teachers’ professional learning within a centralised education system

2017 ◽  
Vol 29 (1) ◽  
pp. 22-42 ◽  
Author(s):  
Imran Shaari ◽  
Victor Lim ◽  
David Hung ◽  
Yew Meng Kwan
Keyword(s):  
Professional Learning ◽  
Education System

Teacher Effectiveness in Singapore

2021 ◽  
pp. 192-226
Author(s):  
Christopher R. Gareis
Keyword(s):  
Professional Learning ◽  
Teacher Quality ◽  
Education System ◽  
Career Advancement ◽  
Educational Quality ◽  
Single Measure ◽  
The Core ◽  
The World ◽  
History Of ◽  
City State

Singapore is an island city-state located at the southernmost tip of the Malay Peninsula in Southeast Asia. Although one of the smallest countries in the world by landmass, it has an outsized record for educational excellence as evidenced by consistently high rankings on indicators of international comparison. While no single measure is indicative of educational quality, the Singapore education system is unquestionably effective. In this chapter, the quality and effectiveness of teachers are explored, beginning with a brief history of Singaporean education and then an overview of three defining characteristics of the Singapore education system as related to teacher quality. Then, the chapter presents a career-spanning perspective on teaching in Singapore from entry to pre-service preparation to induction, continuous professional learning, and career advancement. Throughout, a prevailing theme is evident: the value placed on teacher quality is an intentional, strategic feature of the Singaporean system, at the core of which is valuing teachers as learners and innovators.

The Power of Praxis

2019 ◽  
pp. 91-106
Author(s):  
Sandra L. Guzman Foster ◽  
Stephen J. Fleenor
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Learning Communities ◽  
Professional Learning ◽  
Education System ◽  
Daily Practice ◽  
Problem Posing ◽  
Promising Practices ◽  
Future Success ◽  
Professional Development For Teachers

This chapter introduces the concept of infusing critical thinking and reflection as part of professional development for teachers, as well as provides recommendations for schools to promote critical thinking and reflection as part of teachers' daily practice. Constructs, such as problem posing and dialogue, are introduced to provide examples of promising practices to consider implementing as a means to enhance critical thinking and reflection amongst teachers when participating in professional development. Additionally, professional learning communities and self-directed professional development are introduced as spaces for teachers to practice these constructs to transform their praxis. Providing opportunities for critical thinking and reflection is one of many steps schools and districts must take, to bring about the positive change required for future success of the education system.

The Power of Praxis

2021 ◽  
pp. 1272-1287
Author(s):  
Sandra L. Guzman Foster ◽  
Stephen J. Fleenor
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Learning Communities ◽  
Professional Learning ◽  
Education System ◽  
Daily Practice ◽  
Problem Posing ◽  
Promising Practices ◽  
Future Success ◽  
Professional Development For Teachers

This chapter introduces the concept of infusing critical thinking and reflection as part of professional development for teachers, as well as provides recommendations for schools to promote critical thinking and reflection as part of teachers' daily practice. Constructs, such as problem posing and dialogue, are introduced to provide examples of promising practices to consider implementing as a means to enhance critical thinking and reflection amongst teachers when participating in professional development. Additionally, professional learning communities and self-directed professional development are introduced as spaces for teachers to practice these constructs to transform their praxis. Providing opportunities for critical thinking and reflection is one of many steps schools and districts must take, to bring about the positive change required for future success of the education system.

scholarly journals Paradigm lost

2021 ◽  
Vol 25 ◽  
pp. 95-114
Author(s):  
Elizabeth Eley ◽  
Mere Berryman
Keyword(s):  
New Zealand ◽  
Professional Learning ◽  
Education System ◽  
Sense Of Belonging ◽  
Sense Of Self ◽  
Educational Practice ◽  
Learning And Development ◽  
Treaty Of Waitangi ◽  
Development Course

The term paradigm lost (with apologies to Milton) references the lost opportunities arising from a discrepancy in both what the New Zealand education context promises and what is implemented in many schools. Honouring the Treaty of Waitangi inherently promises an education system that draws on the worldviews of both Māori and Pākehā. We argue that the schooling model, adopted in 1877 and substantively unchallenged since, does not reflect the views of the uniqueness of every child as contained in the heritages of both Treaty signatory partners. More concerning is that the accompanying assimilatory practices within schooling have perpetuated their disastrous impact on Māori. This article explores the impacts of the ‘lost paradigm’ on students’ sense of self and therefore on their sense of belonging at school. The potential and hope for paradigm regained is also presented, drawing from the responses of educators who have participated in a professional learning and development course, where participants engage in a process of conscientisation, resistance and transformative praxis, that changes both their personal educational practice and that of their school. Through this course, participants experience what Freire (1996) refers to as ‘radical hope’ – the belief that we can make life better for others and change the paradigms that lead to oppression and despair.

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