ABSTRACT
Much is expected of teachers in today’s schools, as teachers are thrust with multiple roles as diagnosticians, change agents and leaders. Teacher preparation programmes such as those in Finland and Singapore typically focus on preparing student-teachers for mastery in academic content and pedagogy, as well as learning in child development and clinical practice in school settings (DarlingHammond & Lieberman, 2013). Upon completing teacher preparation programmes, classroom teachers often and quickly become preoccupied with “what works” in the drive to “deliver” high student achievement outcomes (Biesta, 2007). The challenge for many of these teachers in school is to see beyond the immediate, the practical and “what works”.
