Teacher Reflection as Situated Professional Learning
Project ID: ERFP 07/23 LSS
Subject area: Professional Learning
Principal Investigator: Dr Lee Shu Shing
Email: shushing.lee@nie.edu.sg
About the project
Teacher reflection as a situated form of professional learning is useful because it helps teachers develop habits of thinking, particularly, how teachers think about, critique and improve their practice. Teacher reflection enables teachers to sense-make and talk about different policies and initiatives at the school and system level. It is useful to help teachers see synergies between old and new policies as well as leverages for further tweaking, for example EdTech Master Plan 2030 and Emerging 21st Century Competencies.
The project involves working with about 10 teachers in the school over a one-year period to develop teacher reflection processes and tools. The duration and timing of when to start the project as well as number of teachers involved can be negotiated. The level of involvement from the school and teachers would be include the following:
- Co-design the professional development and reflection process with teacher mentors by building on existing professional learning structures and school strategic thrusts
- Interviews with school leaders (pre/post implementation)
- Interviews and reflection logs from teacher mentors, and teachers
- Approximately 2-3 reflection logs and 1 interview per term.
- Logs will be captured electronically through a form. Interviews can be done online.
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What will be expected of you
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Other note(s)
The project involves working with about 10 teachers in the school over a one-year period to develop teacher reflection processes and tools. The duration and timing of when to start the project as well as number of teachers involved can be negotiated. The level of involvement from the school and teachers would be include the following:
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