Singapore Curriculum Philosophy: A study of Singapore teachers' beliefs about teaching and learning
Singapore Curriculum Philosophy: A study of Singapore teachers' beliefs about teaching and learning
Project Number
SUG 13/14 TLS
Project Duration
September 2014 - May 2016
Status
Completed
Abstract
This study aims to investigate teachers beliefs about curriculum and how their beliefs are associated
with their pedagogical practices which in turn shape students learning. Research evidence from the
OECD (2009) shows that teachers beliefs, practices and attitudes are closely associated with teachers
strategies to shape students learning, school improvement and effectiveness, as well as teachers
professional development. Specifically, teachers beliefs about curriculum guide their pedagogical
practices in the classrooms. It is pivotal to understand teachers beliefs about curriculum as the teacher
contributes to about 30% of student learning outcome (Hattie, 2003). Although curriculum orientations
have been widely discussed in the literature, in Singapore, the extent to which teachers hold these
curriculum orientations is not documented and research on teachers beliefs and curriculum
orientations are scarce. Moreover, Singapore has attracted much international attention after her
significant, sustained, and widespread gains in student outcomes academic attainment such as the
Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading
Literacy Study (PIRLS) and the Programme for International Student Assessment (PISA). It is timely to
examine the implied curriculum philosophies underpinning the Singapore system in collaboration with
the Curriculum Policy Office (CPO) at the Ministry of Education (MOE) as they are embarking on a
nation-wide documentation of teachers beliefs about curriculum and pedagogical practices. The
analyses of this system-wide study might likely surface curriculum ideologies which are unique to
Singapores context.
Funding Source
MOE
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