Transforming Teaching through Collaborative Reflection: A Singaporean Case Study

Abstract

Educational success has been largely defined by academic scores in many educational systems, and teachers are frequently held accountable for their students’ scores. These accountability-driven school systems impinge on teachers to enact time-tested effective and efficient pedagogical approaches. In such a context, it is onerous for teachers to adopt alternative approaches. This paper traced how an experienced language teacher, schooled in the discourses and practices of neoliberalism, made a transformation into a teacher of constructivist bent. It explored the transformation of the teacher’s beliefs and practice as a result of reflecting collaboratively with a small team. The findings help to provide a broad understanding of how collaborative reflection can develop teachers’ ability to engage in reflection, and illuminate the potential it has in transforming the teaching practices set against the background of neoliberalism. This finding has relevance for Asian countries which are similarly engulfed in a neoliberal discourse.