Assignment 1

Journal Article Analysis

• Subject: Introduction to Research Methodology

• Lecturer: Mr. Chhaing Songleng
• Student: Mr. Ly Tam
• ID: B17-0357
• Shift: weekend

Journal Article 1
Mainstreaming education for sustainable development in initial teacher education in
Australia: a review of existing professional development models.
by the Australian Research Institute of Education for Sustainability (ARIES) for the
Australian Government Department of the Environment and Heritage.
Authors: Ferreira, J; Ryan, Lisa; Tilbury, D

I. Theoretical Perspective
Initial teacher education is a strategic opportunity to ensure that all teachers are prepared and capable
of teaching for long-term success when they begin their professions. However, it is commonly
acknowledged that this approach has not been fully implemented. At this level, efforts in education
for sustainable development (ESD) have tended to interact with prospective teachers and teacher
educators who are already interested in this field of study — essentially preaching to the choir. The
Australian Research Institute of Education for Sustainability (ARIES) conducted research for the
Australian Government Department of the Environment and Heritage to assess the professional
development frameworks underpinning a variety of beginning teacher education projects. Its goal was
to draw lessons from these experiences and develop viable strategies for integrating ESD into pre-
service teacher preparation.

II. Research Question

o How do teachers hold the key to change in schools?
o Do teacher education programs provide a unique opportunity for developing teachers’
competence and confidence in implementing ESD in Australian schools?

III. Data Collection Method

The research approach used in this study was qualitative. A systematic review of relevant
literature, including journals, theses, evaluations, initiative websites, and program documentation,
was conducted for this study. To get further information, correspondence was also conducted
with the leaders of the initiatives covered in the study, as well as with connected stakeholders. It's
worth noting that this study didn't collect any actual data; instead, it looked at program material
and articles related to these projects.
The study does not purport to be a thorough examination of all initial teacher education
professional development activities around the world, but rather a collection of attempts. It does
not, for example, analyze or evaluate all environmental education or ESD initiatives. It also
excludes all initiatives aimed at integrating concepts into teacher education. Instead, it identifies
and highlights the various models that underpin a variety of efforts.
The research is limited by the degree to which programs have documented their experiences in
print and what is available for public access. Many programs have extensive information
available electronically or in hard copy but this is often aimed at a general audience or serves a
particular funding agency’s agenda. Few programs have undertaken extensive evaluation or
research into their achievements and long-term impacts, which made it difficult to evaluate the
effectiveness of the model. The research was also limited to easily accessible, English-language
documents and by the short timeframe for undertaking the research project.
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IV. Finding
The purpose of this paper was to provide the findings of a research study that aimed to
identify and evaluate the models that support a variety of initial teacher education efforts produced in
Australia and throughout the world.
Its goal was to draw lessons from these experiences and create effective strategies for
incorporating sustainability into Australia's first teacher preparation programs. An analysis of these
programs identified three broad forms of professional development that strive to impact change
inside teacher education institutions. The Collaborative Resource Development and Adaptation
methodology aim to impact change by creating and adapting high-quality curricular and pedagogy
resources, which are often aimed towards teacher educators. It assumes that teacher educators
already have an interest in using ESD resources.
The model appears to have limited ability to bring about widespread change because it does not
seek to change structures but operates instead within the current system. It has been made more
effective in the initiatives reviewed through an understanding of resource development as a part of
professional development for teacher educators. Such an understanding improves the relevance of
resources and ensures they are seen as demonstration projects rather than as ‘kits’. All the initiatives we
reviewed here innovated substantially upon the generic model and had varying degrees of success as a
result of their innovations.
The Action Research model attempts to engage participants deeply in a professional
development process, which can build skills and action competence for a variety of change efforts.
Most commonly, this model targeted teacher educators and tended to result in curriculum and
some institutional innovation. However, the Action Research model is not restricted to this audience
and may be used with other key players. The initiatives reviewed attracted stakeholders who
did not already have an interest in ESD. However, the model is quite time-intensive and often
difficult to ‘sell’ to potential funding agencies. Anecdotal evidence suggests that long-term outcomes
may be more sustainable than the Collaborative Resource Development and Adaptation Model. The
Whole-of-System model has a richly contextual approach to change and attempts to align and
engage all elements of the system in reorienting the initial teacher education system towards
sustainability. Initiatives that were based upon this model negotiated partnerships with and engaged
not only teacher educators, but also educational policymakers, such as NGOs, boards of teacher
registration, teacher education institution executives, administrative and ancillary staff, and students.
This model is extremely complex, difficult to coordinate, and time-consuming, however,
evidence from the two institutions utilizing the model shows that it has had a great degree of success in
embedding ESD within initial teacher education systems because the cross-institutional approach has
led to multi-lateral support and initiative longevity. A systemic approach such as that demonstrated by
the Whole-of-System model is necessary if ESD is to be successfully mainstreamed in initial teacher
education. Our study recommended that a hybrid of the action research and whole-of-system
model be adopted in future efforts to mainstream ESD in initial teacher education. This systemic
approach would engage agents of change from key stakeholder groups within the education system in
a process of reflective action research to effect multi-dimensional change.
To this end, it would be important to engage stakeholders from within each faulty of the
education institution, as well as stakeholders from related organizations such as boards of teacher
registration, professional associations, in-service providers, teacher unions, Departments of Education
and Environment, and schools. This systemic approach is recommended because it takes a
contextual approach to change and offers opportunities to align the efforts of all key
stakeholders in working collaboratively towards sustainability. This approach would also allow
stakeholders to determine what it is that is needed – by this new curriculum, new policies, or a
complete overhaul of the delivery of initial teacher education - and what would work best within
their particular contexts. The Australian Government, for whom the research on which these paper
reports were undertaken, is currently studying the recommendation for an action research-based
whole-of-system model and considering the next steps for reorienting initial teacher education in
Australia towards sustainability.

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 Journal Article 2
Health system resilience in managing
the COVID-19 pandemic: lessons from Singapore
Authors: Alvin Qijia Chua, Melisa Mei Jin Tan, Monica Verma,
Emeline Kai Lin Han, Li Yang Hsu, Alex Richard Cook, Yik Ying Teo,
Vernon J Lee, Helena Legido-Quigley

I. Theoretical Perspective
Singapore, one of the first countries affected by COVID-19, adopted a national strategy for
the pandemic which emphasized preparedness through a whole-of-nation approach. The
pandemic was well contained initially until early April 2020, when there was a surge in cases,
attributed to Singapore residents returning from hotspots overseas, and more significantly, rapid
transmission locally within migrant worker dormitories. In this paper, we present the response of
Singapore to the COVID-19 pandemic based on core dimensions of health system resilience
during outbreaks. We also discussed the surge in cases in April 2020, highlighting efforts to
mitigate it. There was: (1) clear leadership and governance which adopted flexible plans
appropriate to the situation; (2) timely, accurate and transparent communication from the
government; (3) public health measures to reduce imported cases and detect as well as isolate
cases early; (4) maintenance of health service delivery; (5) access to crisis financing; and (6) legal
foundation to complement policy measures. Areas for improvement include understanding
reasons for poor uptake of government initiatives, such as the mobile application for contact
tracing and adopting a more inclusive response that protects all individuals, including at-risk
populations. The experience in Singapore and lessons learned will contribute to pandemic
preparedness and mitigation in the future.

II. Research Question

oDoes health system resilience was tested as the pandemic continued to infect more
people?
o Does health system resilience is the ability of populations to prepare for and effectively
respond to crises, by reorganizing systems to manage the new conditions while
maintaining core functions?
III. Data Collection Method
This research was conducted with two research methodologies. The researcher used the qualitative
method to collect data for review the percentage pandemic of virus that is highly or poor
pandemic. Then they used the quantitative method to find the reasons why it happened? They can
find the method to control the pandemic of the virus.

IV. Finding
This research found Four important lessons from the Singapore experience that could
inform future strategies in managing pandemics in other high-income countries. First, consistency
and transparency in information communicated by a trusted figure and team promote the
acceptability of policy measures. Concise public messages tailored to the community and
cultural norms accelerate public awareness of health crises. These, in turn, facilitate public trust in
leadership and cooperation in containment efforts. Next, an established and clear legal framework
reduces the possibility of misinformation during t h e crisis and enhances clarity in risk
communication. Third, vigorous testing and contact tracing to identify and isolate cases promptly
are important for outbreak containment. Technology helps facilitate contact tracing efforts.
However, more work needs to be done to mitigate potential issues such as privacy concerns
and to design methods to improve uptake of information technology (IT)-based contact tracing
tools. Providing reassurance on how contact tracing personal data will be collected, used, and
stored could strengthen public support. Lastly, greater emphasis on dense or at-risk populations,
for example, migrant workers living in dormitories, was vital to curb community transmission of
COVID-19. More efforts are required to prevent a potential recurrence, including dormitory
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housing expansion and enhancement of migrant workers’ social cohesion with the rest of the
society. An equitable and inclusive response that protects the health and rights of all individuals,
especially the most vulnerable, is necessary to overcome such crises.
We have explored the COVID-19 pandemic response of Singapore based on dimensions of
health system resilience during outbreaks. There was: (1) clear leadership locally within migrant
worker dormitories. Singapore received initial recognition from WHO for its approach in
COVID-19 containment. However, its health system resilience was tested as the pandemic
continued to infect more people. Health system resilience is the ability of populations to prepare
for and effectively respond to crises, by reorganizing systems to manage the new conditions
while maintaining core functions. In this paper, we present the COVID-19 pandemic response of
Singapore based on core dimensions of health system resilience during outbreaks, as
elaborated by Nuzzo et a land Legido-Quigley et al. We have adapted the core dimensions into
eight critical functions for our paper, including leadership and governance, risk communication,
public health outbreak containment measures, financing, health service delivery, human
resources, legal foundation, as well as political factors and values that shape the response,
experiences and governance which adopted flexible plans appropriate to the situation; (2)
timely, accurate and transparent communication from the government; (3) public health
measures to reduce imported cases and detect as well as isolate cases early; (4) maintenance of
health service delivery; (5) access to crisis financing, and (6) legal foundation to complement
policy measures. Areas for improvement include understanding reasons for poor uptake of
initiatives such as the mobile application for contact tracing and adopting a more inclusive
response that protects all individuals, including at-risk populations. The experience in
Singapore and lessons learned will contribute to pandemic preparedness and mitigation in the
future.

Reference:
1- Ferreira, Ryan, L., & Tilbury, D. (2007). Mainstreaming education for sustainable
development in initial teacher education in Australia: a review of existing professional
development models. Journal of Education for Teaching, 33(2), 225–239.
https://doi.org/10.1080/02607470701259515
2- Chua AQ, Tan MMJ, Verma M, et al. Health system resilience in managing the COVID-
19 pandemic: lessons from Singapore. BMJ Global Health 2020;5:e003317.
doi:10.1136/bmjgh-2020-003317Chua AQ, et al. BMJ Global Health 2020;5:e003317.
doi:10.1136/bmjgh-2020-003317

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