| Summary: | 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.
|
|---|
