ABSTRACT

Employing Connelly and Xu’s (this issue) conceptualisation of reciprocal learning, the article explores the potential for reciprocal learning about pedagogy provided by a body of PISA-inspired literature on high-performing education systems. I argue that the opportunities for reciprocal learning provided by that body of literature is rather limited and problematic because of its uncritical acceptance of the OECD’s basic premises about PISA and because of its employment of the ‘best practices’ approach to policy borrowing. Using Singapore as a case, I contend that reciprocal learning needs to be informed by the cultural historical narratives behind the development of an education system and a theory of pedagogy that locates the practice of teaching within a broad social, institutional, and instructional context of schooling. I discuss lessons from and for Singapore concerning the purposes of schooling, institutional norms and arrangements, and pedagogical practice.

摘要

本文利用Connelly和Xu（本期）对等学习的概念化方法，探讨了由PISA启发而来的有关高性能教育体系的文献对教育学进行对等学习的潜力。我认为，该文献为相互学习提供了相当有限且存在问题的机会，因为它不加批判地接受经合组织关于PISA的基本前提，并且采用了“最佳实践”方法来进行政策借款。我以新加坡为例，认为互惠学习需要以教育系统发展背后的文化历史叙事和教育学理论为基础，而教育学理论应将教育实践置于广泛的社会，制度和教学背景下。