Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17808
Title: 
Authors: 
Keywords: 
Teacher identity
High stakes national assessment
Social studies
Singapore
Classroom practices
Professional practices
Issue Date: 
2013
Publisher: 
Policy and Leadership Studies (PLS) Academic Group, National Institute of Education, Singapore
Citation: 
PLS Working Papers Series, No. 6, pp 1-15
Series/Report no.: 
PLS Working Papers Series;6
Abstract: 
In this paper, Kamaludin Bahadin invites
audiences to journey with him in a unique
pedagogical space as he theorises himself
as a teaching subject caught
within a range of discourses, each vying
for supremacy. In a culture where
classroom practice and pedagogy assume
a single, all consuming purpose, i.e of
preparing students to solely pass the tests,
he seeks to challenge the primacy of such
a commonly held belief among
Singaporean pedagogues by asking what
should be the driver(s) of classroom
instruction? This paper attempts a
reflexive turn towards interrogating his
own pedagogical premises with the aim of
reimagining his future pedagogy despite
dominant “educational” discourses.
Central to reimagining pedagogy is the
notion of teacher identity. Through his
own lived-in experience he attempts to
show how educational governance, one
that instrumentalises assessment and test
scores, play a leading role
in subjectifying teachers like himself and in the process also shaping their
professional and personal identities. He
argues that when teachers subscribe to
identities that draw on extrinsic factors at
the cost of ignoring the inner voices or
personal convictions that led them to
pursue a teaching career in the first place,
the result could lead to emotional and
professional dissonance.To facilitate
documenting how his ‘coming to know
pedagogy’ has changed, he will reference
personal journals kept during a six-month
Management and Leadership in Schools
course completed in 2011 and the write
ups on his philosophy of pedagogical
practice, which was a requirement for
competing for the ‘Most Outstanding
History Teacher of Singapore in 2009’
award. Written over a
period of four years,
these assignments, which
express his person
URI: 
ISSN: 
2239-5249
Appears in Collections:Working Papers

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