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 language | English |
|---|---|
| Pages (from-to) | 435-451 |
| Journal | British Journal of Educational Studies |
| Volume | 61 |
| Issue number | 4 |
| Early online date | Oct 2013 |
| DOIs | |
| Publication status | Published - 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: 10.1080/00071005.2013.824948Keywords
- Professional learning community
- DuFour–Fullan PLC model
- New teacher professionalism
- Teacher professional development
- State-led professional learning community
- Singapore case study