Literacy Teaching in Singapore: A Study of Teacher’s Perceptions and Practices

Project Number
OER 64/12 JL

Project Duration
May 2013 - March 2016

Status
Completed

Abstract
The purpose of this study is to examine teachers' perceptions of their schools' literacy curriculum / programme, their current literacy practices, and the relationship between the perceptions and practices. This study aims to examine the perceptions of the teachers who are the agents of curriculum implementation and describe existing classroom practices in the English language classroom. In order to gain a deeper insight of the teachers' views, this study also aims to analyse the teachers' recommendations for improving the literacy curriculum / programme. Focusing on the perceptions of individual teachers is important, but very little research currently exists that informs teacher educators and curriculum planners about teachers' perceptions of the school-based literacy curriculum / programmes. Hence, this study is guided by the following research questions: RQ1: How do primary school teachers perceive the literacy curriculum / programmes in their schools? RQ2: What literacy practices do teachers use in their own classrooms? RQ3: What relationship exists between the teachers' perceptions of the literacy curriculum / programme and their classroom literacy practices? The study incorporates a (multiple) case study approach, where two primary schools will be studied. Each of the two schools is considered an individual case study, with two groups of teachers (i.e. beginning and experienced) as embedded units of analysis. The schools will be studied via a cross-sectional survey of all EL teachers, observations, artifact analysis and interviews of the primary 3 teachers for two units of study. This study aims to search for commonalities, differences and themes regarding EL teachers' perceptions about the school-based literacy curriculum / programme and the rationale for their literacy practices. Having an understanding of these EL teachers' perceptions and the reasons for their literacy practices will help curriculum developers, schools and teacher educators refine the current literacy and EL teacher education programmes for the in-service and preservice teachers. In addition, this is an important step toward identifying what makes one instructional programme more effective than another.

Funding Source
NIE

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