Teachers’ beliefs about knowledge and learning: A Singapore perspective

Abstract

The purpose of this study is to explore the complex nature of Singapore teachers’ beliefs about knowledge and learning and how these beliefs influence pedagogical practices in their classes. This paper presents findings from a large-scale survey study with 1806 teachers in Singapore. Data revealed that while teachers’ beliefs about pedagogies, knowledge and learning were largely consistent, they also believed and practiced both teacher-centered and learner-centered pedagogies and assessment methods.