Keywords
professional learning communities (PLC)
Singapore
new teacher professionalism
teacher professional development
Singapore
new teacher professionalism
teacher professional development
How to Cite
Nowosad, I. (2021). Professional Learning Community (PLC) in Singapore (Potential and Limitations in Shaping High-Quality Education). Yearbook of Pedagogy, 43, 63–79. https://doi.org/10.2478/rp-2020-0004
Abstract
The aim of this article is to recognise the Professional Learning Communities (PLC) model adopted in 2009 in Singapore as a national mode. The explicit use of the term of PLC together with related terms makes it possible to understand an educational policy which is focused on the implementation of concepts developed in a different, foreign context. The orientation adopted in Singapore identifies PLC not only as reinforcing incentives for teachers and their professionalism, but more broadly, as reinforcing the already high-quality education. The arguments and evidence presented in this article are mainly based on literature and research review, as well as on analyses of source documents.
References
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Lave J., Wenger E., Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, Cambridge 1991.
Lee D., Hong H., Tay W., Lee W.O., Singapore Professional Learning Communities in Singapore Schools, „UK Society for Co-operative Studies” 2013, 46 (2), s. 53–56.
Lee D., Lee W.O., A Professional Learning Community for the New Teacher Professionalism: The Case of a State-Led Initiative in Singapore Schools, „British Journal of Educational Studies” 2013, 61 (4), s. 435–451.
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OECD, Lessons from PISA for the United States, Strong Performers and Successful Reformers in Education, OECD Publishing, Paris 2011.
Sachs J., The Activist Teaching Profession, Open University Press, Buckingham 2003.
Schwab K., World Economic Forum’s Global Competitiveness Report, 2014–2015, Switzerland: World Economic Forum 2015 [online], <http://reports.weforum.org/global-competitiveness-report-2014–2015/> [dostęp: 20.10.2019].
Senge P.M., The Fifth Discipline: The Art and Practice of the Learning Organization, Doubleday, New York 1990.
Tan C., Ng P.T., Dynamics of Change: Decentralised Centralism of Education in Singapore, „Jour-
nal of Educational Change” 2007, 8 (2).
Thompson S.C., Gregg L., Niska J.M., Professional Learning Communities, Leadership, and Student Learning, „Research in Middle Level Education Online” 2004, 28 (1), s. 1–15.
Thorsen C.A., DeVore S., Analyzing Refection on/for Action: A New Approach, „Reflective Practice” 2013, 14 (1), s. 88–103.
Training and Development Division (TDD), Schools as professional learning communities, Training
and Development Division, Ministry of Education, Singapore 2010.
Tripp D., Teachers Networks: A New Approach to the Professional Development of Teachers in Sin-
gapore, [w:] International Handbook on the Continuing Professional Development of Teachers,
red. C. Day and J. Sachs, Open University Press, Maidenhead, UK 2004, s. 191–214.
Vescio V., Ross D., Adams A., A Review of Research on the Impact of Professional Learning Com- munities on Teaching Practice and Student Learning, „Teaching and Teacher Education” 2008, 24 (1), s. 80–91.
Wenger E., McDermott R., Snyder W.M., Cultivating Communities of Practice, Harvard Business
School Press, Cambridge 2002.
Harris A., Jones M., Professional Learning Communities and System Improvement, „Improving Schools” 2010, 13 (2), s. 172–181.
Cudowska A., Kultura szkoły stymulująca kształtowanie uczącej się wspólnoty, „Kultura i Eduka- cja” 2018, nr 3 (121), s. 129–141.
Darling-Hammond L., Rothman R. (red.), Teacher and Leader Effectiveness in High-Performing Education Systems, Alliance for Excellent Education and Stanford, CA: Stanford Center for Opportunity Policy in Education, Washington 2011.
Day C., Smethem L., The Effects of Reform: Have Teachers Really Lost Their Sense of Professiona- lism?, „Journal of Educational Change” 2009, 10 (2–3), s. 141–157.
DuFour R., DuFour R., Eaker R., Many T., Learning by Doing: A Handbook for Professional Lear- ning Communities at Work, Solution Tree Press, Indiana 2010.
DuFour R., Eaker R., Professional Learning Communities at Work, [w:] National Education Servi- ce, Solution Tree Press, Bloomington 1998.
DuFour R., What Is a „Professional Learning Community”?, „Educational Leadership” 2004, 61 (8), s. 6–11.
Ellis N.J., Afraid to Lose Out: The Impact of Kiasuism on Practitioner Research in Singapore Schools, „Educational Action Research” 2014, 22 (2), s. 235–250.
Fullan M., Leading in a Culture of Change, Jossey-Bass, San Francisco 2001.
Giebułtowska J., Rozwój zawodowy nauczycieli w modelu professional learning community, „Laboret Educatio” 2017, nr 5, s. 57–72.
57 Por. L. Ingvarson, Teacher Control and the Reform of Professional Development, [w:] Ima- ges of Educational Change, red. H. Altrichter, J. Elliott, Open University Press, Buckingham 2000, s. 159–172; J. Sachs, The Activist Teaching Profession, Open University Press, Buckingham 2003; C. Day, L. Smethem, The Effects of Reform: Have Teachers Really Lost Their Sense of Professiona- lism?, „Journal of Educational Change” 2009, 10 (2–3), s. 141–157.
Gopinathan S., Fourth Way in Action? The Evolution of Singapore’s Education System, „Educational Research for Policy and Practice” 2012, 11 (1), s. 65–70.
Gopinathan S., Wong B., Tang N., The Evolution of School Leadership Policy and Practice In Sin- gapore: Responses to Changing Socio-Economic and Political Contexts, „Journal of Educatio- nal Administration and History” 2008, 40 (3), s. 235–249.
Gromkowska-Melosik A., Elitarne szkolnictwo średnie. Między reprodukcją społeczno-kulturową a ruchliwością konkurencyjną, Wydawnictwo Naukowe UAM, Poznań 2015.
Gromkowska-Melosik A., Testy edukacyjne. Studium dynamiki selekcji i socjalizacji, Wydawnictwo Naukowe UAM, Poznań 2017.
Hairon S., Action Research in Singapore Education – Constraints and Sustainability, „Educational Action Research” 2006, 14 (4), s. 513–523.
Hairon S., Dimmock C., Singapore Schools and Professional Learning Communities: Teacher Pro- fessional Development and School Leadership in an Asian Hierarchical System, „Educational Review” 2012, 64 (4), s. 405–424.
Hairon S., Remaking Singapore Schools: A Learning Teacher to a Learning Organisation Through Action Research, [w:] A. Khoo, M.A. Heng, L. Lim, and R.P. Ang (red.), Innovation and Diver- sity in Education, McGraw-Hill, Singapore 2004, s. 189–206.
Hairon S., Tan C., Professional Learning Communities in Singapore and Shanghai: Implications for Teacher Collaboration, „Compare: A Journal of Comparative and International Education” 2016, s. 1–14 [online], <https://www.researchgate.net/publication/297891167_Professional_learning_communities_in_Singapore_and_Shanghai_implications_for_teacher_collaboration> [dostęp: 11.11.2020].
Harris A., Jones M., Professional Learning Communities and System Improvement, „Improving Schools” 2010, 13 (2), s. 172–181.
Harris A., Jones M., Professional Learning Communities in Action, Leannta, London 2011.
Hattie J., Visible Learning, Routledge, Abingdon 2009.
Hipp K.K., Huffman J.B., Pankake A.M., Olivier D.F., Sustaining Professional Learning Communities: Case Studies, „Journal of Educational Change” 2008, 9, s. 173–195.
Hofstede G., Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations, wyd. 2, Sage, Thousand Oaks, CA 2001.
Hord S.M., Professional Learning Communities: Communities of Continuous Inquiry and Improvement, TX: Southwest Educational Development Laboratory, Austin 1998.
Hord S.M., Sommers W.A., Leading Professional Learning Communities: Voices from Research and Practice, Corwin Press, Thousand Oaks, CA 2008.
IBE, Program Międzynarodowej Oceny Umiejętności Uczniów. Wyniki Badania 2015 w Polsce, Instytut Badań Edukacyjnych, Warszawa 2016.
Ingvarson L., Teacher Control and the Reform of Professional Development, [w:] Images of Educa-
tional Change, red. H. Altrichter, J. Elliott, Open University Press, Buckingham 2000. Kwiatkowski S., Nowosad I., System kształcenia i doskonalenia nauczycieli w Singapurze. Między utopijną wizją a rzeczywistością, „Studia Edukacyjne” 2018, nr 47.
Lave J., Wenger E., Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, Cambridge 1991.
Lee D., Hong H., Tay W., Lee W.O., Singapore Professional Learning Communities in Singapore Schools, „UK Society for Co-operative Studies” 2013, 46 (2), s. 53–56.
Lee D., Lee W.O., A Professional Learning Community for the New Teacher Professionalism: The Case of a State-Led Initiative in Singapore Schools, „British Journal of Educational Studies” 2013, 61 (4), s. 435–451.
Lieberman A., Pointer Mace D.H., Teacher Learning: The Key to Educational Reform, „Journal of Teacher Education” 2008, 59 (3), s. 226–234.
Ministry of Education (MOE), Address by Ms Ho Peng, Director-General of Education, at the Teachers’ Mass Lecture, Singapore Expo Hall 2, Wednesday 26 August 2009 [online], <http:// www.moe.gov.sg/media/speeches/2009/08/26/address-by-ms-ho-peng-at-the-t.php> [dostęp: 20.05.2019].
Ministry of Education (MOE), Schools as Professional Learning Communities, PLC Team, Training and Development Division, Ministry of Education, Singapore 2010.
Ministry of Education (MOE), Speech by Dr Ng Eng Hen, Minister for Education and Second Minister for Defence, at the MOE Work Plan Seminar 2009, Ngee Ann Polytechnic Con- vention Centre, Thursday 17 September 2009 [online], <http://www.moe.gov.sg/media/ speeches/2009/09/17/work-plan-seminar.php> [dostęp: 20.05.2019].
OECD, Lessons from PISA for the United States, Strong Performers and Successful Reformers in Education, OECD Publishing, Paris 2011.
Sachs J., The Activist Teaching Profession, Open University Press, Buckingham 2003.
Schwab K., World Economic Forum’s Global Competitiveness Report, 2014–2015, Switzerland: World Economic Forum 2015 [online], <http://reports.weforum.org/global-competitiveness-report-2014–2015/> [dostęp: 20.10.2019].
Senge P.M., The Fifth Discipline: The Art and Practice of the Learning Organization, Doubleday, New York 1990.
Tan C., Ng P.T., Dynamics of Change: Decentralised Centralism of Education in Singapore, „Jour-
nal of Educational Change” 2007, 8 (2).
Thompson S.C., Gregg L., Niska J.M., Professional Learning Communities, Leadership, and Student Learning, „Research in Middle Level Education Online” 2004, 28 (1), s. 1–15.
Thorsen C.A., DeVore S., Analyzing Refection on/for Action: A New Approach, „Reflective Practice” 2013, 14 (1), s. 88–103.
Training and Development Division (TDD), Schools as professional learning communities, Training
and Development Division, Ministry of Education, Singapore 2010.
Tripp D., Teachers Networks: A New Approach to the Professional Development of Teachers in Sin-
gapore, [w:] International Handbook on the Continuing Professional Development of Teachers,
red. C. Day and J. Sachs, Open University Press, Maidenhead, UK 2004, s. 191–214.
Vescio V., Ross D., Adams A., A Review of Research on the Impact of Professional Learning Com- munities on Teaching Practice and Student Learning, „Teaching and Teacher Education” 2008, 24 (1), s. 80–91.
Wenger E., McDermott R., Snyder W.M., Cultivating Communities of Practice, Harvard Business
School Press, Cambridge 2002.
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