Toward Equity-Centered Teaching Practice in Singapore: The Role of Reflection

Abstract

Reflection is an integral element of equity-centered teaching; however, criticism remains regarding its value in enhancing teaching, how it is practiced, and its connection to actions. This mixed-methods study, which draws on survey responses from 58 teachers in Singapore, as well as interviews and lesson observations from five teachers, investigates reflective practice among teachers in Singapore and its impact on their divergence in enacting equity-centered practice in the classroom. Findings suggest that what teachers reflect upon significantly shapes their pedagogical practices and professional growth. Although technical reflection may improve the management of classroom routines, it further solidifies predetermined learning goals, metrics, and content. Conversely, teachers who engage in deep inquiry into taken-for-granted norms and practices are better able to cultivate greater pedagogical space and facilitate students’ self-determination in the teaching and learning process, promoting innovation in their pedagogical approach. This study argues that teachers’ reflective practices are closely tied to their different understandings of equity and their various levels of enacting equity-centered practice in the classroom. The findings of this study offer several insights into the design of teacher professional development that may lead to fundamental and lasting changes in teachers’ practices, as well as directions for future research.