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Teachers' perceptions of history and history teaching in secondary schools
Author
Yeo, Hwee Joo
Supervisor
Goh, Chor Boon
Abstract
This study was undertaken to examine and analyse teachers' perceptions of the meaning of History as well as pedagogical practices in the teaching of History in secondary schools in Singapore. The study was undertaken with the objective to provide a better understanding to the perceptions and practices of trained History teachers. This is especially essential as local studies on teacher thinking is lacking and there has only been one local study on teacher beliefs and classroom practices. Even so, the study examines pre-service teachers and not experienced teachers.
The research utilises the qualitative case study approach and data collection was primarily through interviews with the teacher participants. The data analysis have been broadly classified under (a) teachers' perceptions of history as a school subject, (b) teachers' perception of their roles and functions in history teaching and (c) teacher's pedagogical practices in history. At the same time, the research also explored into other issues affecting the pedagogical practices of these teachers. Such issues include time constraints, concerns over national examinations, availability and use of resources, etc.
The findings revealed that while the teachers generally share the same perception of the meaning of History, there are still differences in the specific definitions of the subject. At the same time, there is also indication that the teachers' perception of History teaching may not be congruent to their pedagogical practices. Instead, the practices are shaped by the demands of the national examinations and the syllabus. Hence, there is the overriding concern amongst the teachers in achieving good results in the subject. Consequently, this concern is a powerful factor in determining the pedagogical decisions of the teachers.
The study and its findings demonstrated the importance of understanding teachers' perceptions about the subject and have implications for classroom teachers, curriculum developers and teacher trainers in the context of an increasing emphasis to equip the young with the instincts, attitudes and values.
The research utilises the qualitative case study approach and data collection was primarily through interviews with the teacher participants. The data analysis have been broadly classified under (a) teachers' perceptions of history as a school subject, (b) teachers' perception of their roles and functions in history teaching and (c) teacher's pedagogical practices in history. At the same time, the research also explored into other issues affecting the pedagogical practices of these teachers. Such issues include time constraints, concerns over national examinations, availability and use of resources, etc.
The findings revealed that while the teachers generally share the same perception of the meaning of History, there are still differences in the specific definitions of the subject. At the same time, there is also indication that the teachers' perception of History teaching may not be congruent to their pedagogical practices. Instead, the practices are shaped by the demands of the national examinations and the syllabus. Hence, there is the overriding concern amongst the teachers in achieving good results in the subject. Consequently, this concern is a powerful factor in determining the pedagogical decisions of the teachers.
The study and its findings demonstrated the importance of understanding teachers' perceptions about the subject and have implications for classroom teachers, curriculum developers and teacher trainers in the context of an increasing emphasis to equip the young with the instincts, attitudes and values.
Date Issued
2002
Call Number
D16.4.S55 Yeo
Date Submitted
2002