Action Research on the Professional Learning Community (PLC) for Chinese Language Transition between Primary and Secondary Schools in Singapore
新加坡中小学华文衔接的教师共同体行动研究
DOI:
https://doi.org/10.20961/mandarinable.v5i1.3147Keywords:
Primary-Secondary Integrated Textbooks, Professional Learning Communities, Primary-Secondary Chinese Language Connection in Singapore, Teaching Modules, Cross-Phase CollaborationAbstract
Based on the demand for the "textbook integration" reform in Singapore's Chinese language education, this study focuses on the transition dilemmas between primary and secondary Chinese teaching. Through a four-year two-round progressive action research, it explores the role and sustainable development mechanism of cross-stage Teacher Professional Learning Communities. Targeting 28 Chinese teachers from 6 primary and 6 secondary schools in Singapore's S School Cluster, it adopts a mixed research method centred on action research, supplemented by questionnaires, interviews, and case studies, with practices centred on three teaching modules: Life Board/Life Space, Written Interaction, and Oral Interaction. The study finds that the PLC promotes the implementation of teaching integration through a "foundation-laying + in-depth optimization" model, fosters teachers' multi-dimensional professional development, and constructs a sustainable mechanism featuring "integration as the goal, a three-level echelon as the organization, diversified activities as the carrier, and culture, resources, and systems as the three-dimensional support". The research enriches the teacher professional development theory in the context of second language teaching and provides a replicable practical paradigm for the transition of Chinese language education between primary and secondary schools in Singapore.
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