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Professional development of mathematics teachers in Singapore. (English)
Kaur, Berinderjeet (ed.) et al., Professional development of mathematics teachers. An Asian perspective. Singapore: Springer (ISBN 978-981-10-2596-9/hbk; 978-981-10-2598-3/ebook). Mathematics Education ‒ An Asian Perspective, 97-108 (2017).
Summary: Since the late 1990s professional development of all teachers, including mathematics teachers, in Singapore is guided and supported by the Ministry of Education and other professional bodies. With the adoption of the Professional Learning Communities (PLCs) framework teachers in schools belong to learning teams. They work and learn collaboratively at the school level through participation in a variety of professional development activities. From the narratives of three mathematics teachers about how they work and learn whilst working collaboratively at the school level it is apparent that mathematics teachers develop themselves through a number of ways, such as using resources like research papers and in-service courses to gain knowledge that helps them in resolving issues they face in teaching and learning mathematics. They may also participate in research projects and lesson study as part of PLCs in their respective schools. Teachers also engage in professional development activities to suit their individual needs. They attend higher degree courses at universities in Singapore and elsewhere. They also participate in professional development activities conducted regularly by the Association of Mathematics Educators, Singapore Mathematical Society and the Academy of Singapore Teachers.
Classification: B50 D49 C70
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