Teacher Learning and Professional Development

Description of Task Force

This is an emergent research area dedicated to the study of the variety of teacher learning and professional development models that in-service teachers engage within and between schools. We are interested in the variety of collaborative efforts enacted by teachers in the Asian context for the development of professional competencies and teacher-led professionalism. The focus of our interest commences with the examination of in-service teacher learning networks riding upon the following platforms to bring forth a teacher-led professional culture, among others:

  • Community of Practice
  • Lesson Study
  • Mentoring
  • Professional Learning Community

We undertake a proactive approach in offering research insights that enables policymakers and practitioners to take stock of the various initiatives adopted for the purpose of enhancing teacher professionalism. In this, we hope to provide insights to holistic instructional practice, which we identify as the following:

  • Teacher identity and professional culture
  • Commitment to lifelong learning
  • Collaborative and reflective practice
  • Commitment to student learning outcomes

Through collaborative research efforts between policy, research and practice, we seek the compilation of evidence bases to construct theoretical frameworks about teacher learning and professional development. The desired end-point of our research efforts is in the contribution to the stock of knowledge on the core philosophy of education that is relevant to the Singapore and broader Asian context.

List of team members:

List of team members' publications related to the research theme:

  • Lubna Alsagoff
    • Alsagoff, L. (2008). Teacher identity and competing norms of English in Singapore: Insights for teacher Education from an online discussion forum. In M. E. Vethamani & M. K. Kabilan, (Eds.), Practices and issues in English language teacher development (pp. 180–200). Petaling Jaya: MELTA- Sasbadi.
    • Alsagoff, L. (2009). Teacher education in Singapore: Challenges of globalization. In Y. H. Choi & B. Spolsky (Eds.), English language teacher education in Asia (pp. 142–166). Seoul: Asia TEFL.
  • Christina Lim Tong Li
    • Lim, C. (2010). Understanding Singaporean preschool teachers' beliefs about literacy development: Four different perspectives. Teaching and Teacher Education, 26(2), 215–224
    • Lim, C., Lee, K. E. C., Saito, E., & Syed Haron, S. (2011). Taking stock of Lesson Study as a platform for teacher development in Singapore. Asia-Pacific Journal of Teacher Education, 39(4), 353–365.
    • Lim, C., & Torr, J. (2008). Teaching literacy in English Language in Singaporean preschools: Exploring teachers’ beliefs about what works best. Contemporary Issues in Early Childhood, 9(2), 95–106.
    • Lim, C., & Torr, J. (2007). Singaporean early childhood teachers' beliefs about literacy development in a multilingual context. Asia-Pacific Journal of Teacher Education, 35(4), 409–434.
    • Lim-Ratnam, C. (2013). Lesson study step by step: How Teacher Communities Improve Instruction [Review of lesson study step by step: How teacher communities improve instruction]. International Journal for Lesson and Learning Studies, 2(3), 304.
  • Hairon Salleh
    • Hairon, S. (2006). Action research in Singapore education – Constraints and sustainability. Educational Action Research, 14(4), 513–523.
    • 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), 405–424.
    • Hairon, S., Goh, J. W. P., & Lin, T. B. (In press). Distributed leadership to support PLCs in Asian pragmatic Singapore schools. International Journal of Leadership in Education.
    • Hairon, S., & Goh, J. W. P., & Teng, A. K. W. (In press). Professional learning communities in teacher internship programme in Singapore. In J. Calvo de Mora & K. Wood (Eds.), Practical Knowledge in Teacher Education – Approaches to Teacher Internship Programs. London, UK: Routledge.
    • Hairon, S., & Tan, C. (In press). Developing teachers through professional learning communities in Singapore and Shanghai. In S. K. Myint (Ed.), Science Education in East Asia: Pedagogical Innovations and Research-informed Practices. Singapore: Springer.
    • Hairon, S. & Tan, C. (2013). Novice teachers learning from others: Mentoring in Shanghai schools. Australian Journal of Teacher Education, 38(3), 152–165.

List of projects from this research group: