Novice Teachers Learning from Others: Mentoring in Shanghai Schools

This paper explores critically the practice of teacher mentoring in Shanghai schools. It begins with a review of the literature on teacher mentoring, which is followed by an introduction to education and teacher mentoring in the schools. The next section critiques teacher mentoring in Shanghai and we highlight three key characteristics and strengths of the practice of teacher mentoring that ensure the effectiveness and smooth implementation of mentoring in Shanghai schools. In terms of the weaknesses, we argue that the success of teacher mentoring in Shanghai is inhibited by a performative culture that emphasises examination scores and an instrumental view of education. Such a culture and view of education in turn limit the extent to which novice teachers can disagree with the experienced teachers in their teaching practice

A critical ethnography of teacher development and change in a collaborative group setting to improve practice

The research study provided a cultural description and interpretation of how Teachers Network Learning Circle’s participants related, worked and learned with each other, and how they developed and changed within a predominantly symmetrical or consensual power relationship. The participants, consisting of six Singapore primary teachers at grade 4, were engaged in group discussions that were spread over a period of one year to complete an action research project which is integrated in day-to-day work. Teachers Network Learning Circle, a formal professional development platform, employs distinctive tools for dialogue and inquiry based on the principles of voluntary participation, reflection, change and trust. The fundamental reason for choosing this site is its potential to empower and emancipate teachers evident from not only the principles and practices it espouses, but also its vision and mission that is consistent with its motto “For Teachers, By Teachers”. The literature on education change and reforms has point towards teacher empowerment for successful education change. In this regard, investing in teacher professional development and professionalism is important. The literature also point towards embracing a sociological perspective evident in the notions of community and socio-cultural theory, and bringing to bear emotions, values and identity in teacher learning – and thus investing in the ‘whole person’ (Day, 1997). As power underlies all social relations and activities including teachers’ learning, the research study took into consideration the perspectives of critical theory of Habermas, Brookfield and Mezirow. The findings of the study found that symmetrical power relation contributed to teacher development and change. First, it had contributed to a collegial collaborative relationship that took into account of emotions, moral, identity development and group solidarity. Second, it had contributed to the consciousness, critique and co-construction of professional knowledge. Third, it had empowered participants insofar as it built participants’ capacities to act successfully within an existing system and structures of power. The symmetrical power relation was undergirded by rules and principles of democratic participation as outlined by Habermas’ discourse ethics. The findings also revealed the importance of support given by the school principal and Teachers Network personnel in protecting democratic spaces, or Habermas’ concept of the lifeworld, from the system imperatives of power and money.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

A study of the implementation of a new curriculum at Madrasah Al-Irsyad Al-Islamiah

The research study aimed to understand the educational experiences of the staff, students and parents at Madrasah Al-Irsyad Al-Islamiah in the implementation of a new curriculum; how the staff, students and parents perceive the philosophy and pedagogical practices of the new curriculum in relation to the effectiveness for teaching and learning; and the Islamic discourses that underpin the philosophy, content and pedagogical practices of new curriculum. The case study consists of focused group interviews, one-toone interviews with staff, students and parents (selected groups) to understand the processes involved in the implementation of the new curriculum. The major research findings include the following: 1) The curricular changes in the Madrasah were in alignment with the academic demands of the Compulsory Education Act; 2) The perceptions of the key community members of the Madrasah with regard to the educational reforms in Madrasah education were both positive and negative, and 3) The curricular changes were underpinned by an Islamic discourse that is compatible with a modern, globalised and plural society under a secular state; and The findings of the project have contributed towards existing knowledge on curricular reforms for Islamic schools in Singapore and Islamic schools within secular states in general, and benefited policymakers, educators and the larger community on the key issues, challenges and strategies related to the implementation of curricular changes in religious schools.RP 7/07 TH

The application of ferric-metal-organic framework for dye removal: A mini review

Dye effluent released from the industries is one of the most severe environmental concerns due to their potential adverse effects on human health. There are many obstacles encountered in degrading dye materials as they are not only very stable to light and heat but also resistant to biodegradation and oxidation reactions. Currently, porous metal-organic frameworks (MOFs), an important class of advanced functional materials due to its novel coordination structures and diverse topologies, have shown potential applications in various fields, including dye removal. Among the highly water stable MOFs, Ferric-based MOFs like iron (III) trimesate, which is also known as MIL-100(Fe), is favorably ascribed by its simple synthesizing method as well as its wide availability. Herein, this paper summarized the recent progress achieved by MIL-100(Fe) in removing different types of dye, together with its sustainable preparation method