A professional learning community for the new teacher professionalism: The case of a state-led initiative in Singapore schools

Daphnee Hui Lin LEE, Wing On LEE

Research output: Contribution to journalArticles

12 Citations (Scopus)

Abstract

This paper seeks to explore the empirical fit of two PLC models, using Singapore as a case. Insights emerged from documentary analyses and interviews with state-affiliated agents from the Academy of Singapore Teachers. The proposed DuFour–Fullan model, despite policy aspirations, remains largely DuFour-predominant in practice. Aspirations for a Fullan-inspired approach are evident, but still rest in the stage of conceptualization. Copyright © 2013 Society for Educational Studies.
Original languageEnglish
Pages (from-to)435-451
JournalBritish Journal of Educational Studies
Volume61
Issue number4
Early online dateOct 2013
DOIs
Publication statusPublished - Dec 2013

Citation

Lee, D., & Lee, W. O. (2013). A professional learning community for the new teacher professionalism: The case of a state-led initiative in Singapore schools. British Journal of Educational Studies, 61(4), 435-451. doi: 10.1080/00071005.2013.824948

Keywords

  • Professional learning community
  • DuFour–Fullan PLC model
  • New teacher professionalism
  • Teacher professional development
  • State-led professional learning community
  • Singapore case study

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