At the Intersection of Educational Change and Borrowing: Teachers Implementing Learner-Centred Education in Singapore

Autor/inn/en	Heng, Tang T.; Song, Lynn
Titel	At the Intersection of Educational Change and Borrowing: Teachers Implementing Learner-Centred Education in Singapore
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 2, S.305-323 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heng, Tang T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.1910014
Schlagwörter	Foreign Countries; Elementary School Teachers; Secondary School Teachers; Educational Change; Adoption (Ideas); Comparative Education; Teaching Experience; Individualized Instruction; Teacher Attitudes; Global Approach; Technology Transfer; Curriculum Implementation; Behavior Standards; Social Influences; Political Influences; Cultural Context; Singapore + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsreform; Ideas; Ideenfindung; Vergleichende Erziehungswissenschaft; Individualisierender Unterricht; Lehrerverhalten; Globales Denken; Technologietransfer; Sozialer Einfluss; Political influence; Politischer Einfluss; Singapur
Abstract	The lived realities of agents involved in educational borrowing or transfer are often omitted as research and discussions reside predominantly at a macro level. Through the lens of a comparative educational change framework synthesising concepts in educational change and comparative education, this study examines the lived experiences of teachers in Singapore implementing differentiated instruction, a form of learner-centred education, borrowed from the U.S. Interviewing and observing teachers, we found that they experienced postmodern and political tensions around sociocultural expectations of teaching, learning, and learners. Simultaneously, they struggled with technological considerations like structural conditions in schools and insecurities around their competencies. These findings spell implications for how we support teachers involved in educational borrowing professionally, intellectually, and emotionally. Educational borrowing on the ground can benefit from the consideration of technological, sociocultural, political, and postmodern perspectives of educational change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01