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Buy-in or no buy-in? Teachers’ perceptions of a school-based teacher learning approach in Singapore
ARTICLE

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 June 24, 2021 from .

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.2019.03.006

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