Professional learning is key to teacher growth. There are reconceptualisations of teacher learning from professional development to situated professional learning (SPL) to acknowledge how professional learning needs to be embedded in teaching and learning contexts. SPL has complexities as schools navigate policy directives, school’s needs, and teachers’ readiness to sense make and develop SPL approaches. This paper describes system-level policies and schools’ needs that shape SPL. This paper adopts a multiple-case study design. The study involves 2 primary and 2 secondary schools in Singapore. Semi-structured interviews were conducted with school leaders, key personnel and teachers to form the primary data source. Thematic analyses were employed. Findings describe schools’ contextual factors and its influences on SPL. Findings show that schools use system level policies and directives to guide their SPL directions, supports, and approaches. Schools engage in SPL because they want to develop teachers for student-centred learning and holistic development. Schools’ SPL approaches vary according to different priorities and teachers’ readiness. Schools generally adopt a top-down, bottom-up approach for SPL but the mix varies according to schools’ contextual factors. Findings show that schools recognise the importance of understanding teachers’ needs and forming a team to lead the overall SPL approach. School leaders leverage different overarching vision and collaborate with a team to steer SPL. Schools tap on different ways of understanding teachers’ needs and readiness to inform SPL. Findings contribute by showing the interplay between system and school factors in shaping SPL. Teacher factors play a crucial role in shaping SPL.

Authors:
Shu-Shing Lee, Nanyang Technological University, Singapore
Alexius Chia, Nanyang Technological University, Singapore
Thana Luxshme Thaver, Nanyang Technological University, Singapore
Kalaivani Ramachandran, Nanyang Technological University, Singapore
Qizhong Chang, Nanyang Technological University, Singapore
Sarinajit Kaur, Academy of Singapore Teachers, Singapore

About the Presenter(s)
Dr Shu-Shing Lee is a University Assistant Professor/Lecturer at National Institute of Education, Nanyang Technological University in Singapore

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