LEADER 05962nam 22006735 450 001 9911007470403321 005 20250529130245.0 010 $a981-9647-14-2 024 7 $a10.1007/978-981-96-4714-9 035 $a(CKB)39124579400041 035 $a(DE-He213)978-981-96-4714-9 035 $a(MiAaPQ)EBC32141316 035 $a(Au-PeEL)EBL32141316 035 $a(OCoLC)1521539588 035 $a(EXLCZ)9939124579400041 100 $a20250529d2025 u| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTeacher Professional Learning $eThe Singapore Perspective /$fedited by Shu-Shing Lee, Alexius Chia, Bee Leng Chua, Monica Woei Ling Ong, Pamela Costes-Onishi 205 $a1st ed. 2025. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2025. 215 $a1 online resource (X, 332 p. 23 illus., 8 illus. in color.) 225 1 $aEmpowering Teaching and Learning through Policies and Practice: Singapore and International Perspectives,$x2662-9615 ;$v3 311 08$a981-9647-13-4 327 $aIntroduction to teacher professional learning: the Singapore perspective -- Part 1: Historical, political and contextual influence on professional learning -- The historical evolution and context of teacher learning and professional development in Singapore -- Centralized decentralization and its influences on teacher professional learning -- Early childhood teacher education: Learning from teacher policies and the science of human development -- Policies and initiatives for teacher agency and professional learning -- How context shapes Singapore teachers? experiences of educational change and borrowing -- Teacher professional learning: Reflections on a Singapore perspective -- Part 2: Partnerships with communities and its influences on teacher learning -- Developing multiple perspectival mindsets for future ready teachers -- Practicum: A model of shared responsibility and co-learning in developing 21st century teachers -- Digital portfolio and partnerships: Enablers for the development of reflective practitioners and empowerment of teacher learning -- A responsive teacher leader programme: Galvanizing the theory-practice nexus in the design of professional development for teacher leaders -- Leveraging on co-constructive partnership and teachers? experiences for a meaning-oriented professional learning and innovation -- Partnerships with communities and its influences on teacher learning: Reflections on a Singapore perspective -- Part 3: School-based influences and efforts on teacher learning and professionalism -- A model of situated professional learning in Singapore: Lessons learnt -- Teacher talk and learning in a networked learning community at the forming stage -- Rethinking the facilitation of teacher professional learning through complexity theory ? From the perceptions of the school staff developers in Singapore -- Digital storytelling as a reflective-reflexive practice for teachers? professional learning -- Reconstructing diversity in lesson study: shaping teachers? beliefs about teaching diverse students in Singapore -- Teacher resilience, professional learning and professionalism in Singapore -- School-based influences and efforts on teacher learning and professionalism: Reflections on a Singapore perspective -- Final words. 330 $aThis book provides an insider?s perspective of the Singapore education system that views teacher capacity building as a key lever for quality educational experiences. It describes experiences from policy conceptualisation to practice implementations of teacher learning. This book includes international perspectives in the form of expert commentaries and critique where comparisons are made between Singapore?s experiences and those of other education systems. It also describes the complexities of teacher professional learning within and across three levels: policies, partnerships, and schools, that shape policy to practice implementations of teacher professional learning from pre-service to in-service teachers. Together with the international scholars, this book shares the lessons learnt in Singapore to encourage policy makers, scholars, and schools to continue thinking about how teacher professional learning can be enhanced, caution against the direct transfer of practices, and describe how teacher capacity building lays the foundation for the education system to stay relevant, address challenges, and meet students? needs. 410 0$aEmpowering Teaching and Learning through Policies and Practice: Singapore and International Perspectives,$x2662-9615 ;$v3 606 $aTeachers$xTraining of 606 $aEducation and state 606 $aContinuing education 606 $aAdult education 606 $aTeaching and Teacher Education 606 $aEducational Policy and Politics 606 $aLifelong Learning 606 $aAdult Education 615 0$aTeachers$xTraining of. 615 0$aEducation and state. 615 0$aContinuing education. 615 0$aAdult education. 615 14$aTeaching and Teacher Education. 615 24$aEducational Policy and Politics. 615 24$aLifelong Learning. 615 24$aAdult Education. 676 $a370.711 702 $aLee$b Shu-Shing$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aChia$b Alexius$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aChua$b Bee-Leng$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aOng$b Monica Woei Ling$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aCostes-Onishi$b Pamela$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911007470403321 996 $aTeacher Professional Learning$94393375 997 $aUNINA