ABSTRACT

The lived realities of agents involved in educational borrowing or transfer are often omitted as research and discussions reside predominantly at a macro level. Through the lens of a comparative educational change framework synthesising concepts in educational change and comparative education, this study examines the lived experiences of teachers in Singapore implementing differentiated instruction, a form of learner-centred education, borrowed from the U.S. Interviewing and observing teachers, we found that they experienced postmodern and political tensions around sociocultural expectations of teaching, learning, and learners. Simultaneously, they struggled with technological considerations like structural conditions in schools and insecurities around their competencies. These findings spell implications for how we support teachers involved in educational borrowing professionally, intellectually, and emotionally. Educational borrowing on the ground can benefit from the consideration of technological, sociocultural, political, and postmodern perspectives of educational change.

摘要

由于研究和讨论主要停留在宏观层面，因此经常忽略参与教育借用或转移的代理人的现实生活。通过比较教育变革框架的视角，综合教育变革和比较教育的概念，本研究考察了新加坡教师实施差异化教学的生活经验，这是一种从美国借来的以学习者为中心的教育形式。采访和观察教师，我们发现他们经历了围绕教学、学习和学习者的社会文化期望的后现代和政治紧张局势。同时，他们也在为技术考虑而苦苦挣扎，例如学校的结构条件和对其能力的不安全感。这些发现暗示了我们如何在专业、智力和情感上支持参与教育借贷的教师。对教育变革的技术、社会文化、政治和后现代视角的考量可以使教育借鉴受益。