Encouraging and being encouraged: Development of an epistemic community and teacher professional growth in a Singapore classroom

Wang, Xueli; Kim, Beaumie; Lee, Jason Wen Yau; Kim, Mi Song

doi:10.1016/j.tate.2014.07.009

Cited by 15 publications

(12 citation statements)

References 41 publications

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“…This view of teachers complements the way participants were viewed in this study. A number of educational researchers have used and critiqued the IMTPG (Coenders, 2010;Eilks & Markic, 2011;Wang, B. Kim, Wen, & M. Kim, 2014), but in applying it to this study, Justi and van Driel's (2006) and Hung and Yeh's (2013) work proved very helpful, especially in terms of their criteria for coding and for establishing links within the model. Justi and van Driel's work in particular details their application of the model and confirmed its effectiveness as an analytical, predictive and interrogative tool.…”

Section: Teacher Professional Growthmentioning

confidence: 99%

Using a Skills Development Course to Foster Teacher Professional Growth

Linda¹,

Anitha²

2016

The Journal of AsiaTEFL

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In many countries concerns have been raised about the proficiency levels of teachers of English and various proposals have been made to address them. This study explores one possible solution to this problem by integrating language skills development with an awareness of pedagogical approaches. The participants in this study, pre-service teachers who were preparing to teach in Singapore primary schools, attended a short intensive course that helped develop and support their own English language skills while modelling approaches they would be expected to use in their own classrooms. Data were collected using a pre-course survey, reflective tasks during and after the course, and a post-course task based on practical school experience. The findings demonstrate how the participants became more aware of their own language skills and noted improvements. At the same time experiencing and reflecting on the pedagogical approaches used in the course helped shape their perceptions and beliefs, and had potential and real impacts on their subsequent teaching. Clarke and Hollingsworth's (2002) Interconnected Model of Teacher Professional Growth (IMTPG) was used to analyze the data and highlighted the individuality of the process of teacher professional growth, while at the same time revealing some common patterns.

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Section: Teacher Professional Growthmentioning

confidence: 99%

Using a Skills Development Course to Foster Teacher Professional Growth

Linda¹,

Anitha²

2016

The Journal of AsiaTEFL

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“…However, the former cannot be constructed "in the vacuum" (i.e., without a specific content). Professional knowledge must be constructed based on situations contextualized in practical teaching settings (Clarke & Hollingsworth, 2002;Nielsen, Barry, & Staab, 2008;Wang, Kim, Lee, & Kim, 2014).…”

Section: Reflection and Self-regulation: Keys To Professional Developmentioning

confidence: 99%

Pathways that Converge in Teacher Professional Development: Are they present in Spain?

Martín

2015

PSYE

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ABSTRACT:The aim of this article is twofold. First, we present an analysis of the main features of the teacher professional development (PD) models and programs currently considered of highest quality. This analysis is supported by the articles presented in the present monograph, and it also considers other studies that complement these perspectives. We show that axes of teacher change deal with career-long development, reflection in school-based communities of practice, and focus on students' voices. In addition, we highlight the need for coherence between teacher policies and more global policies aimed at enhancing the quality of education. The second objective is to assess the situation of teacher PD within the Spanish education system, using the identified axes of teacher change as an analytic framework. The comparison reveals important limitations from the points of view of both the specific PD activities offered to teachers and underlying teacher PD model.

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“…Las escuelas tienen sus propias políticas respecto a lo que constituye DPD relevante y respecto al proceso de aprobación. El costo asociado con el DPD está subvencionado por el MOE en su totalidad (Wang, Kim, Lee y Kim, 2014).…”

Section: Características Generales Del Desarrollo Profesional Docenteunclassified

“…El NIE colabora en numerosos proyectos de pequeña escala con escuelas interesadas en mejorar aspectos específicos de tipo curricular y/o pedagógico (Wang et al, 2014). Por otra parte, el NIE produce diversas publicaciones para promover aún más el aprendizaje continuo de los docentes.…”

Section: Instituto Nacional De Educación (Nie)unclassified

Desarrollo Profesional Docente en Singapur: Describiendo el Panorama

Bautista

Wong

Gopinathan

2015

PSYE

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RESUMEN:Este artículo describe el modelo de desarrollo profesional docente (DPD) en Singapur, uno de los países con mejor desempeño en educación a nivel mundial. Ofrecemos una visión general de los recursos disponibles para los aproximadamente 30.000 profesores de las 350 escuelas primarias y secundarias gestionadas por el Ministerio de Educación (MOE). Nos centramos en los tres principales proveedores de DPD: el Instituto Nacional de Educación, la Academia de Profesores de Singapur y los seis Centros de Excelencia, y las propias escuelas. Guiados por el "Modelo de Crecimiento Docente", el objetivo de dichos proveedores es fomentar un DPD coherente con los intereses de los profesores, con las necesidades de las escuelas, y el con el currículo nacional. Los profesores disponen de una asignación de DPD excepcionalmente alta (hasta 100 horas voluntarias anuales). Hay varios tipos de actividades en las que los docentes pueden participar, desde cursos formales y estructurados hasta iniciativas innovadoras de naturaleza informal (investigación-acción, "lesson study"). Profesores con diferentes niveles de experiencia y perfiles profesionales tienen acceso a diferentes oportunidades de DPD. La mayor parte focaliza en contenidos disciplinares específicos y proporciona a los profesores oportunidades para el aprendizaje colaborativo, el intercambio y la colaboración. De hecho, recientemente se ha requerido a todas las escuelas de Singapur adoptar el modelo de Comunidades de Aprendizaje Profesional (CAP). Concluimos que este abanico de recursos de DPD, considerados en conjunto, presenta las características del DPD de "alta calidad" descrito en la literatura internacional. Sin embargo, sugerimos que es necesaria más investigación que examine el grado en que este ambicioso modelo de DPD está mejorando el conocimiento y las prácticas docentes de los profesores, y en última instancia del aprendizaje de los alumnos.Palabras clave: desarrollo profesional docente; Singapur, profesores en ejercicio, aprendizaje del profesor Teacher Professional Development in Singapore:Depicting the Landscape 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

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Encouraging and being encouraged: Development of an epistemic community and teacher professional growth in a Singapore classroom

Cited by 15 publications

References 41 publications

Using a Skills Development Course to Foster Teacher Professional Growth

Using a Skills Development Course to Foster Teacher Professional Growth

Pathways that Converge in Teacher Professional Development: Are they present in Spain?

Desarrollo Profesional Docente en Singapur: Describiendo el Panorama

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