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ERIC Number: EJ982211
Record Type: Journal
Publication Date: 2012
Pages: 20
Abstractor: As Provided
Reference Count: 72
ISBN: N/A
ISSN: ISSN-0013-1911
Singapore Schools and Professional Learning Communities: Teacher Professional Development and School Leadership in an Asian Hierarchical System
Hairon, Salleh; Dimmock, Clive
Educational Review, v64 n4 p405-424 2012
While the literature on professional learning communities (PLCs) has proliferated, much of it derived from and contextualised in Anglo-American settings, the concept and practice of PLCs in Asian contexts of strong hierarchies have largely been ignored. Based on literature and documentary analysis, this paper investigates the systemic implementation of PLCs in Singapore schools. The authors seek to show first how policy developments have in effect been laying the seedbed for PLCs for some 13 years, and yet evidence suggests that teacher pedagogy has been slow to change. Secondly, Singapore educational cultural and institutional contexts are reviewed to reveal how they mediate and filter "Western" notions of PLCs. Three potential implementation difficulties are identified--high teacher workloads, ambiguity of PLC processes and their efficacy, and hierarchical system and workplaces. Conclusions and implications emphasise the importance of effective school leadership in developing PLC practices, and how societal culture and context fundamentally shape the form that PLCs take.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore