Improving Schools through Reflection for Teachers: Lessons from Singapore

Autor/in	Tan, Charlene
Titel	Improving Schools through Reflection for Teachers: Lessons from Singapore
Quelle	In: School Effectiveness and School Improvement, 19 (2008) 2, S.225-238 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Stellungnahme; Foreign Countries; Reflective Teaching; Educational Improvement; Case Studies; Educational Change; School Effectiveness; Academic Achievement; Social Justice; Singapore + Suchen Sie Ihr Suchwort? Ausland; Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study; Bildungsreform; Schuleffizienz; Schulleistung; Soziale Gerechtigkeit; Singapur
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10