Why Singapore’s English Teachers Should Embrace Singlish, Not Fight It
Is it time for Singaporean educators to embrace Singlish as a legitimate learning tool? What the Research […]
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- The Local Evidence Synthesis
- Overview of Teacher Learning
- Insight 1: Engaging in collaborative research
- Insight 2: Change in mindset and focus on formative instructional practices
- Insight 3: Teacher agency, emotional well-being,
and global education awareness - Recommendations for system improvement
- Research gaps in our local corpus
- Further resources
- Research synthesis team
Number: 62
Fund source: ERFP
Completed: 2017-2022
Nature (type): baseline, development, exploratory, explanatory, evaluation, experimental, intervention, and scaling and translation.
Primary school, secondary school, junior college
For more details, refer to Annex A of the full LES document.
Author, Education Research Scientist
Author, Education Research Scientist
Author, Education Research Scientist
Knowledge Resource Bank
Local Evidence Synthesis on Teacher Learning
Summary- The article presents research findings on teacher learning (TL) within Singapore’s educational context.
- TL refers to the process through which educators develop their knowledge, skills, and competencies to improve their teaching practices and enhance student learning outcomes.
- Key Insights
- Collaborative research promotes TL by encouraging exploration of new pedagogies, re-evaluation of practices, fostering mindset shifts and promoting formative instructional practices.
- TL flourishes when there is teacher agency, support for emotional well-being, and global education awareness.
- Key Recommendations
- Improve, support, and sustain current methods of professional development.
- Promote teacher well-being by addressing challenges faced by teachers.
- Refine evaluation systems to balance accountability with teacher autonomy.
Local evidence synthesis (LES) on Teacher Learning
Overview of Teacher Learning
Insight 1: Engaging in collaborative research
Insight 2: Change in mindset and focus on formative instructional practices
Insight 3: Teacher agency, emotional well-being,
and global education awareness
Recommendations for system improvement
Research gaps in our local corpus
Further resources
- Learning to THINK
- Nonlinear Pedagogy: Encouraging Exploratory Learning in Physical Education (PE)
- Cognitive Coaching for Higher Self-efficacy in Teachers
- What Makes Teachers Tick?
- How Can Teachers Carry Out AfL?
- Assessment for Learning (AfL) in Singapore Secondary Schools: Case Studies of Professional Learning
- Knowledge Building Communities (KBC) for Leadership and Professional Development of Teachers
- Teachers as Collaborative Designers of Learning
To access the full LES:
Research synthesis team
- Dr Pereira Andrew Joseph, Centre for Research in Pedagogy and Practice (CRPP), Office for Research (OfR), NIE.
- Dr Onishi Pamela Grace Costes, Centre for Research in Pedagogy and Practice (CRPP), Office for Research (OfR), NIE.
- Dr Lee Shu Shing, Centre for Research in Pedagogy and Practice (CRPP), Office for Research (OfR), NIE.
Acknowledgements
The LES on Teacher Learning involves 62 studies funded by the Education Research Funding Programme (ERFP) and administered by the Office for Research (OfR), formerly Office of Education Research (OER). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Singapore MOE and NIE.
This knowledge resource was extracted and reconstructed from the LES, with approval from the authors, and presented by Ms Tan Jing Ting on 26 December 2024.
