Developing teachers through professional learning communities in Singapore and Shanghai

Abstract

East Asian societies such as Singapore and Shanghai have been recognised by the international education community for their students’ impressive performance in international benchmarking tests such as the Programme for International Student Assessment (PISA). Among the reasons for their academic success are contextual factors or frames that influence the success of the overall education. Focusing on the structural frame, this chapter critically discusses the investment placed on developing the teachers professionally in both Singapore and Shanghai. In particular, this chapter examines professional learning communities (PLCs) as a key school-based professional development platform. It is argued that PLCs nurture a community of educators who are actively engaged in reflective and inquiry practices to continually develop not only their curriculum content knowledge, but also their pedagogical knowledge. Drawing upon the examples of Singapore and Shanghai, this chapter highlights the key approaches and practices in teachers’ professional development that support successful education systems in East Asian societies.