NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1130775
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0305-7925
Professional Learning Communities in Singapore and Shanghai: Implications for Teacher Collaboration
Hairon, Salleh; Tan, Charlene
Compare: A Journal of Comparative and International Education, v47 n1 p91-104 2017
Professional learning communities (PLCs) have been recognised as having the potential to raise the quality of teachers, teaching and student learning through structured teacher collaboration, and have been featured prominently in Singapore and Shanghai--both considered top-performing Asian societies in the Program for International Student Assessment (PISA). Although embedded in education systems that are considered centralised, there are still significant differences. Drawing out key implications from the experiences of Singapore and Shanghai, this paper highlights the potential challenges in implementing PLCs. These challenges include heavy teacher workload, ambiguities in the understanding and implementation of PLCs, and hierarchical work structures. The discussions emanating from the comparison between Singapore and Shanghai PLCs seek to contribute towards the international literature on fostering teacher collaboration through PLCs, which has been predominantly Western-centric.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore; China (Shanghai)
Grant or Contract Numbers: N/A