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A study on teacher perceptions about Character and Citizenship Education (CCE) in Singapore
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Type
Thesis
Author
Thavamalar Kanagaratnam
Supervisor
Lee, W. O.
Abstract
In Singapore schools, the development of our students into morally upright individuals and citizens has been an important aspect of our educational goals since 1945. Over the decades, several programmes and initiatives were included in the formal school curriculum for this purpose. As the direct deliverers of the curriculum, teachers play a critical role in the process of achieving the desired outcomes. This is especially so because character and citizenship development involves inculcation of personal, social and national values, and requires that teachers are powerful role-models, and skilled in imparting these desired values. However, in reviewing the historical evolution of CCE in Singapore since 1945, it was evident that teachers were rarely involved in the design and development of the curriculum, nor were their views considered or perspectives sought on implementation issues. This is despite the fact that the literature on teachers’ perspectives, for example, their beliefs, emotions and perceptions, has consistently revealed that they play a key role in what gets taught and learnt.
Thus, the purpose of this study was to explore the moral and citizenship values of teachers, as well as the ways in which their values influenced their perceptions about CCE and how they delivered the prescribed curriculum. Studying teacher perceptions about CCE and how these affect their instructional choices would be an important starting point for policy makers, administrators and curriculum developers to be able to respond effectively to these perceptions, attitudes and practices, and address teachers’ needs more directly.
A case study approach was used, involving seven secondary level CCE teachers who were selected from a total of 431 teachers from ten schools, based on the key criteria of maximal variation in terms of orientations towards character and citizenship, gender, race, religion and number of years of teaching experience. The data analysis revealed that, in the moral domain, the teachers’ value systems varied on a scale, depending on whether their values were anchored internally, within themselves, or externally, in the broader society. In the citizenship domain, the teachers’ value systems also varied on a scale, dependent on the degree to which they were willing to conform to the constructed citizenship ideals of the nation. The midpoint of both scales indicated a position of alignment; where, through a process of rationalisation and internalisation, the individual’s moral and citizenship perspectives were congruent with the external social context and expectations.
The teachers’ moral and citizenship values influenced their perceptions about the centrally-planned curriculum for CCE and how they delivered the lessons. The society-focused, conformist perspective was characterised by an emphasis on compliance, duty, and socialisation. The individual-focused, critical perspective was characterised by attitudes such as scepticism, a lack of shared goals, a need for authenticity, a predominant personal stance and a resistance to abide by the suggested lesson content and procedures. The midpoint on the scales was characterised by a belief in the shared values and goals, and a sense of commitment to the nation. The gap between the planned and enacted curriculum was narrowed when the teacher’s personal value system was aligned to the norms and values of society embedded within the national curriculum for CCE.
Thus, the purpose of this study was to explore the moral and citizenship values of teachers, as well as the ways in which their values influenced their perceptions about CCE and how they delivered the prescribed curriculum. Studying teacher perceptions about CCE and how these affect their instructional choices would be an important starting point for policy makers, administrators and curriculum developers to be able to respond effectively to these perceptions, attitudes and practices, and address teachers’ needs more directly.
A case study approach was used, involving seven secondary level CCE teachers who were selected from a total of 431 teachers from ten schools, based on the key criteria of maximal variation in terms of orientations towards character and citizenship, gender, race, religion and number of years of teaching experience. The data analysis revealed that, in the moral domain, the teachers’ value systems varied on a scale, depending on whether their values were anchored internally, within themselves, or externally, in the broader society. In the citizenship domain, the teachers’ value systems also varied on a scale, dependent on the degree to which they were willing to conform to the constructed citizenship ideals of the nation. The midpoint of both scales indicated a position of alignment; where, through a process of rationalisation and internalisation, the individual’s moral and citizenship perspectives were congruent with the external social context and expectations.
The teachers’ moral and citizenship values influenced their perceptions about the centrally-planned curriculum for CCE and how they delivered the lessons. The society-focused, conformist perspective was characterised by an emphasis on compliance, duty, and socialisation. The individual-focused, critical perspective was characterised by attitudes such as scepticism, a lack of shared goals, a need for authenticity, a predominant personal stance and a resistance to abide by the suggested lesson content and procedures. The midpoint on the scales was characterised by a belief in the shared values and goals, and a sense of commitment to the nation. The gap between the planned and enacted curriculum was narrowed when the teacher’s personal value system was aligned to the norms and values of society embedded within the national curriculum for CCE.
Date Issued
2015
Call Number
LC315.S55 Tha