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From fantasy to depression: A beginning teacher’s encounter with performativity
Teacher socialization
Worksheet curriculum
Issue Date: 
Loh, J. (2016). From fantasy to depression: A beginning teacher’s encounter with performativity. AsTEN Journal Of Teacher Education, 1(1), 1-12. Retrieved from
This paper reports a qualitative study of a beginning teacher in Singapore. It explores the journey of
a beginning teacher from his pre-service teacher education to his third year of teaching, drawing on
extensive interviews, emails, phone text messages and fi eld notes over a span of three years. This study
illuminates the issue of performativity faced daily by teachers caught in such a discourse, and highlights
the tension between enacting one’s idealism as a beginning teacher and pursuing academic excellence
as required by the school system within such a climate. The study describes how the performativity
pressures exerted by the school system shaped the beginning teacher’s beliefs and practices. As a result
of the socialization forces limiting and regulating his practices, the beginning teacher experienced
cognitive dissonance, and consequently suffered clinical depression. From the fi ndings, it shows there
is a need for current teacher education to highlight the neoliberal emphasis on “market values” of
accountability that currently exists in the school system. The study concludes with suggestions that
teacher education in Singapore needs to extend beyond skills training to incorporate performativity
discourse within its pedagogy courses. This might create more opportunities and thus induce a greater
propensity to teach against the grain.
Appears in Collections:Journal Articles

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