Action research in Singapore: where are we now?

Salleh Hairon

doi:10.1186/s41029-017-0016-x

Abstract

Since the introduction of Learning Circles (a particular model of action research) by the Ministry of Education (MOE) in 2000, action research has grown to become fairly ubiquitous in Singapore education both school- and system-wide in terms of its terminological usage and practice. However, despite its progressive developments over a period of about 15 years, challenges still abound for teachers who seek to enact action research, which range from teachers’ heavy workload to the hierarchical work culture. This paper seeks to elucidate not only the historical developments of action research, but also the challenges that are still faced by those who enact it. The analysis of both the historical development and potential challenges serve to highlight the political, social and cultural nuances influencing the implementation of a system-wide approach to action research in Singapore.

Highlights

The term action research was first introduced to all public schools by the education ministry in the year 2000 with the introduction of a teacher collaborative platform called ‘Learning Circles’
Learning circles from teachers network Action research made its first entry to the Singapore education scene in 2000 with the name ‘Learning Circles’
The task of sustaining system-wide action research in the Singapore education seems rather daunting taking into consideration the slew of potential challenges that have been raised above

Summary

Introduction

The term action research was first introduced to all public schools by the education ministry in the year 2000 with the introduction of a teacher collaborative platform called ‘Learning Circles’ It was formed at a time when the education system was undergoing major shifts in education reforms starting in 1997 (Hairon & Dimmock, 2012). Action research can be an appropriate method or tool in enhancing teacher competency in crafting appropriate school curriculum and instruction to meet twenty-first century teaching and learning outcomes. Singapore school teachers and leaders are compelled to invest in school-based curriculum development and innovation in order to provide suitable curricula that develop students in twenty-first century competencies (e.g., creative thinking, critical thinking) yet maintaining its sterling performance in student academic outcomes To sustain this effort, appropriate professional development provisions need to be given to teachers to enable and empower them to chart their own learning together with their respective school teachers and leaders. The concluding section highlights some key perspectives and implications that users and supporters of action research can consider when using and implementing action research

Historical developments of action research in Singapore

Findings

Conclusion