Options
The ebb and flow of professional practice : case studies of language arts teachers as school-based curriculum developers in Singapore schools
Author
Tay, May Yin
Supervisor
Luke, Allan
Wolf, Jeanne
Dixon, Mary
Abstract
This study investigates how four Language Arts teachers in two Integrated Programme schools in Singapore plan, develop, implement and evaluate their own school-based curriculum. The focus of the research is on teacher thinking and doing in school-based curriculum development. Conducted over a period of almost three years, the study examines the following phenomena: the approach to school-based curriculum development by each of the two schools; the teachers’ roles in school-based curriculum development; the processes they undertake; the considerations they take into account; their beliefs and values, and skills and knowledge about school-based curriculum development and the teaching of Language Arts; how they learn about curriculum development and the teaching of English Language and Literature; the difficulties they face and the factors contributing to these difficulties; and their views on the support they need. A qualitative research approach, in particular, the case study method, was chosen for use to provide close-up and detailed insights into the teachers’ thinking and doing in their own school settings. Techniques such as interviews, observations of teacher meetings and lessons, and the analysis of documents were employed. The data analysis was guided by Marsh’s (2009), Sach’s (2003) and Biggs’ (1999) theoretical perspectives as well as the application of the grounded theory approach. The findings of this study show correspondence with the literature on school-based curriculum development. They are: school leaders and teachers need the requisite skills and knowledge to be effective in their roles; teachers need preparation to become school-based curriculum developers through pre-service and in-service professional training; the manifestly critical role of school leaders in providing the necessary support and resources; teachers need opportunities to participate in collegial and collaborative group processes; and teachers’ participation in school-based curriculum development increases their professionalism. In addition, the findings of this study highlight aspects which are more specific to the Singapore context. They are: teachers’ decision-making in SBCD is based on national examination requirements; the considerations teachers take into account in SBCD focus on preparing students for national examination requirements; school leaders and teachers must have clarity of purpose in their SBCD undertaking and focus on making moral and ethical decisions which promote meaningful and lifelong student learning; the programme content and approach to teacher education at the pre-service and in-service phases should influence and shape teachers’ beliefs and values about being school-based curriculum developers; the skills and knowledge teachers learn at pre-service should continue to be reinforced at in-service; and there needs to be shared understanding among policy makers, teacher educators, school leaders and teachers of the meaning of teacher professionalism, and the intent and enactment of teachers as professionals.
Date Issued
2013
Call Number
LB2806.15 Tay
Date Submitted
2013