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- Publisher Website: 10.1080/09243450802047931
- Scopus: eid_2-s2.0-45849084695
- WOS: WOS:000256759500005
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Article: Improving schools through reflection for teachers: Lessons from Singapore
Title | Improving schools through reflection for teachers: Lessons from Singapore |
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Authors | |
Keywords | Reflection Teachers Singapore |
Issue Date | 2008 |
Citation | School Effectiveness and School Improvement, 2008, v. 19, n. 2, p. 225-238 How to Cite? |
Abstract | Using 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 Identifier | http://hdl.handle.net/10722/307482 |
ISSN | 2023 Impact Factor: 2.8 2023 SCImago Journal Rankings: 1.619 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Tan, Charlene | - |
dc.date.accessioned | 2021-11-03T06:22:41Z | - |
dc.date.available | 2021-11-03T06:22:41Z | - |
dc.date.issued | 2008 | - |
dc.identifier.citation | School Effectiveness and School Improvement, 2008, v. 19, n. 2, p. 225-238 | - |
dc.identifier.issn | 0924-3453 | - |
dc.identifier.uri | http://hdl.handle.net/10722/307482 | - |
dc.description.abstract | Using 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.language | eng | - |
dc.relation.ispartof | School Effectiveness and School Improvement | - |
dc.subject | Reflection | - |
dc.subject | Teachers | - |
dc.subject | Singapore | - |
dc.title | Improving schools through reflection for teachers: Lessons from Singapore | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/09243450802047931 | - |
dc.identifier.scopus | eid_2-s2.0-45849084695 | - |
dc.identifier.volume | 19 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 225 | - |
dc.identifier.epage | 238 | - |
dc.identifier.eissn | 1744-5124 | - |
dc.identifier.isi | WOS:000256759500005 | - |