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Article: Improving schools through reflection for teachers: Lessons from Singapore

TitleImproving schools through reflection for teachers: Lessons from Singapore
Authors
KeywordsReflection
Teachers
Singapore
Issue Date2008
Citation
School Effectiveness and School Improvement, 2008, v. 19, n. 2, p. 225-238 How to Cite?
AbstractUsing Singapore as an illustrative case study, this paper discusses the attempts by the Singapore government to improve schools through reflection for teachers. The paper points out that the conception of reflection advocated by the state and practised in schools is explicit and systematic in nature and focuses on specific and proximate matters within the academic and social efficiency traditions. Arguing that such a conception of reflection is inadequate in enabling and empowering teachers to become creators of new knowledge and practices, the paper proposes an expanded conception of reflection based on the ideas of McLaughlin (1999) and Zeichner and Liston (1996). Given the international trend towards reflective practice in schools, the Singapore experience offers useful lessons on the promises and pitfalls of reflection for teachers. © 2008 Taylor & Francis.
Persistent Identifierhttp://hdl.handle.net/10722/307482
ISSN
2023 Impact Factor: 2.8
2023 SCImago Journal Rankings: 1.619
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorTan, Charlene-
dc.date.accessioned2021-11-03T06:22:41Z-
dc.date.available2021-11-03T06:22:41Z-
dc.date.issued2008-
dc.identifier.citationSchool Effectiveness and School Improvement, 2008, v. 19, n. 2, p. 225-238-
dc.identifier.issn0924-3453-
dc.identifier.urihttp://hdl.handle.net/10722/307482-
dc.description.abstractUsing Singapore as an illustrative case study, this paper discusses the attempts by the Singapore government to improve schools through reflection for teachers. The paper points out that the conception of reflection advocated by the state and practised in schools is explicit and systematic in nature and focuses on specific and proximate matters within the academic and social efficiency traditions. Arguing that such a conception of reflection is inadequate in enabling and empowering teachers to become creators of new knowledge and practices, the paper proposes an expanded conception of reflection based on the ideas of McLaughlin (1999) and Zeichner and Liston (1996). Given the international trend towards reflective practice in schools, the Singapore experience offers useful lessons on the promises and pitfalls of reflection for teachers. © 2008 Taylor & Francis.-
dc.languageeng-
dc.relation.ispartofSchool Effectiveness and School Improvement-
dc.subjectReflection-
dc.subjectTeachers-
dc.subjectSingapore-
dc.titleImproving schools through reflection for teachers: Lessons from Singapore-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/09243450802047931-
dc.identifier.scopuseid_2-s2.0-45849084695-
dc.identifier.volume19-
dc.identifier.issue2-
dc.identifier.spage225-
dc.identifier.epage238-
dc.identifier.eissn1744-5124-
dc.identifier.isiWOS:000256759500005-

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