Abstract
The Singapore Ministry of Education (MOE) encourages teachers to engage in continual professional development to keep abreast of the latest developments in research that inform teaching, learning, and assessment. Teachers can participate in formal and informal programmes to upgrade their knowledge and practices inside and outside classroom teaching. This book chapter focuses on the repertoire of opportunities available to Singapore science teachers to support them in their progression into established professionals. Besides short-term courses, obtaining a Master’s degree is yet another way to build the professional capacity of the teaching workforce. Investing time to pursue a Master’s degree requires commitment and, more importantly, support from the school leaders and MOE. In this chapter, we show how different routes to obtaining a Master’s degree and the different funding sources available to them. Bespoked professional development for teachers also come in the form of research partnerships that empowers teachers more than mere participation. Here, we describe the different projects that science teachers have embarked on to gain firsthand experience in research. Action research is popular among science teachers and has created opportunities for them to present at professional meetings such as conferences. In summary, this book chapter offers insights into how the Singapore science teaching fraternity builds up its human capabilities through committing time, effort, and many other resources into engaging teachers in research to support their evidence-based practices. In the process, these science teachers progressively develop into established professionals.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
The statistics for the teachers according to the disciplines are not provided in the MOE Education Digest 2018.
- 2.
Other conditions apply for eligibility of the PDCM scheme. Please refer to https://www.nie.edu.sg/higher-degrees/admissions/moe-sponsored-graduate-teachers for more information.
References
Atkin, J. M., & Black, P. (2003). Inside science education reform: A history of curricular and policy change. New York: Teachers College Press.
American Educational Research Association. (2019). What is educational research? Retrieved on June 12, 2019 from http://www.aera.net/About-AERA/What-is-Education-Research
Amir, Q. (2010). Challenges faced by SMP4 (Banda Aceh, Indonesia): Science teachers to teach beyond chalk-and-talk. (Unpublished Masters thesis). National Institute of Education, Nanyang Technological University, Singapore.
Barrera-Pedemonte, F. (2016), High-quality teacher professional development and classroom teaching practices: Evidence from Talis 2013 (OECD education working papers, no. 141). Paris: OECD Publishing. https://doi.org/10.1787/5jlpszw26rvd-en.
Caleon, I., & Subramaniam, R. (2010). Development and application of a three-tier diagnostic test to assess secondary students’ understanding of waves. International Journal of Science Education, 7(32), 939–961.
Carr-Saunders, A. M., & Wilson, P. A. (1933). The professions. London, UK: The Oxford University Press.
Cochran-Smith, M., & Lytle, S. (1999). Chapter 8: Relationships of knowledge and practice: Teaching learning in communities. Review of Research in Education, 24(1), 249–305. https://doi.org/10.3102/0091732X024001249.
Devi, M. S., & Wong, A. (2017). Conceptual growth in genetics: Questioning to unravel and tackle misconceptions. In K. C. D. Tan, I. Tan, & C. Chew (Eds.), Alternative conceptions in the Singapore science classroom – Exploring what students’ know (or don’t know) (pp. 37–54). Singapore, Singapore: Academy of Singapore Teachers.
Drill, K., Miller, S., & Behrstock-Sherratt, E. (2012). Teachers’ perspectives on educational research. American Institutes for Research. Retrieved from June 11, 2019 from https://files.eric.ed.gov/fulltext/ED530742.pdf
Farah, A. R. (2009). Use of concept cartoons as a strategy to address pupils’ misconceptions in primary 4 science topic on matter. In A.-L. Tan, H.-M. Wong, & S.-C. Tan (Eds.), Action research: Empowering my practice in teaching science (pp. 11–37). Singapore, Singapore: National Institute of Education.
Lee, Y.-J. (2016). Teacher practical knowledge: An ethnomethodological critique. Curriculum Perspective, 36(1), 71–75.
Lewin, K. (1948). Resolving social conflicts: Selected papers on group dynamics. New York, USA: Harper and Brothers.
Lim, L. I. (2009). Impact of targeted remediation of students’ physical science concepts on their post-test grades. In A.-L. Tan, H.-M. Wong, & S.-C. Tan (Eds.), Action research: Empowering my practice in teaching science (pp. 38–44). Singapore, Singapore: National Institute of Education.
Low, K. S. (2010). Effect of the card game SynTactic on the learning of organic chemistry reactions. Unpublished Masters thesis). National Institute of Education, Nanyang Technological University, Singapore.
McKinsey & Company. (2007). How the world’s best-performing schools come out on top. Retrieved April 10, 2019, from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-best-performing-school-systems-come-out-on-top
Ministry of Education. (2018). Education statistics digest 2018. Retrieved on June 12, 2019 from https://www.moe.gov.sg/docs/default-source/document/publications/education-statistics-digest/esd_2018.pdf
National Institute of Education. (2019a). Master of Education (Science). Retrieved on June 12, 2019 from https://www.nie.edu.sg/higher-degrees/masters-by-coursework/master-of-education/science
National Institute of Education. (2019b). Master of Science (Life Sciences). Retrieved on June 12, 2019 from https://www.nie.edu.sg/higher-degrees/masters-by-coursework/master-of-science-life-sciences
OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD Publishing. https://doi.org/10.1787/19901496.
OECD. (2018). Effective teacher policies: Insights from PISA . OECD Publishing. https://doi.org/10.1787/9789264301603-en.
Seah, L. H. (2017). Science reading: The elephant in the science classrooms? In D. Kwek (Ed.), OER Knowledge Bites Volume 5 (pp. 9–10). Singapore: National Institute of Education.
Sim, C. M. (2009). Impact and effectiveness of CPS learning trail activities on pupils’ cognitive and affective domain. In A.-L. Tan, H.-M. Wong, & S.-C. Tan (Eds.), Action research: Empowering my practice in teaching science (pp. 38–44). Singapore, Singapore: National Institute of Education.
SingTeach. (2006, September). Getting in on the action. Retrieved on April 10, 2019 from http://singteach.nie.edu.sg/issue04-inspire/
Steinberg, S. R. (2018). We must kill our darlings. In L. A. Bryan & K. Tobin (Eds.), !3 questions: Reframing education’s conversation: Science (pp. XIII–XIV). New York: Peter Lang.
Tan, M. M. (2011). A study of A-level students’ difficulties on acid-based equilibria. (Unpublished Masters thesis). National Institute of Education, Nanyang Technological University, Singapore.
Tan, A.-L. (2018). Scienceteacherprofessionaldevelopment: The blind men and the elephant. In L. A. Bryan & K. Tobin (Eds.), 13 questions: Reframing education’s conversation: Science (pp. 161–168). New York: Peter Lang.
Tan, A.-L., Lim, S. S. L., & Teng, P. P. S. (2012). Re-examining the role of institute of education in science teachers’ continuing professional development: A Singapore perspective. Asia Pacific Journal of Educational Development, 1(2), 7–15.
Tan, A.-L., Wong, H.-M., & Tan, S. C. (2009). Action research: Empowering my practice in teaching science. Singapore, Singapore: National Institute of Education.
Tan, K. Y. Z., Tan, C. E., Ng, Y. H. E., Lee, L. C. J., Lim, K. T., Khoo, C. W., Tan, W. J., Than, H., Wong, Y. C., Wong, M. W. S., & Teo, T. W. (2014, November). Developing students’ conceptions in organic chemistry through multiple representations. Paper presented at International Science Education Conference, Singapore.
Teh, Y. L. (2011). A study of tertiary chemistry students’ conceptual knowledge in the topics of molecular geometry and polarity. (Unpublished doctoral thesis). National Institute of Education, Nanyang Technological University, Singapore.
Teo, T. W., & Tan, Y. L. K. (2020). Examining power, knowledge and power relations in a science research apprenticeship. Cultural Studies of Science Education, 15(3), 659–677.
Ting, H. C. (2009). Effects of use of robotic activities in the teaching of kinematics on students’ attitude towards physics and academic achievement in physics. (Unpublished Masters thesis). National Institute of Education, Nanyang Technological University, Singapore.
Wong, Y. L. (2008). A study of students’ motivation, gender bias and their relationship in design and technology education in Singapore. (Unpublished Masters thesis). National Institute of Education, Nanyang Technological University, Singapore.
Yeo, L. C. (2017). Tackling students’ misconceptions in genetics through modelling. In K. C. D. Tan, I. Tan, & C. Chew (Eds.), Alternative conceptions in the Singapore science classroom – Exploring what students’ know (or don’t know) (pp. 37–54). Singapore, Singapore: Academy of Singapore Teachers.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Teo, T.W., Tan, A.L. (2021). Developing the Competencies of Singapore Science Teacher-Researchers. In: Tan, O.S., Low, E.L., Tay, E.G., Yan, Y.K. (eds) Singapore Math and Science Education Innovation. Empowering Teaching and Learning through Policies and Practice: Singapore and International Perspectives, vol 1. Springer, Singapore. https://doi.org/10.1007/978-981-16-1357-9_16
Download citation
DOI: https://doi.org/10.1007/978-981-16-1357-9_16
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-16-1356-2
Online ISBN: 978-981-16-1357-9
eBook Packages: EducationEducation (R0)