Teachers Responses to the 2004/05 Teach Less, Learn More Policy in Singapore  

Oleh:

Chan, Caroline

Jenis: Article from Proceeding
Dalam koleksi: The International Symposium on Social Sciences (TISSS) and Hong Kong International Conference on Education, Psychology and Society (HKICEPS) at Hongkong, December 2013, page 504-512.
Topik: Education policy; curriculum customization; school-based curriculum; teachers’ responses
Fulltext: Hong Kong-Conference 83.pdf (323.73KB)

Isi artikel

The 2004/05 Teach Less, Learn More (TLLM) policy recommends reducing and customizing curriculum in mainstream secondary schools in Singapore. This has a direct effect on pupils across all levels and streams, and on teachers, who are pivotal in designing, implementing and sustaining a school-based curriculum in their classes, departments and schools. This research was conceptualized as a ‘trajectory study’ involving three contexts, the contexts of influence, policy text production and practice, however only the impact of the policy on teachers and teachers' perception of and responses to the policy in the context of practice (the third context) will be shared. Findings in the context of practice (the third context) were derived through qualitative research involving semi-structured in-depth interviews. These interview data were supported by discourse analysis of documents. The Miles and Huberman (1994) inductive approach to qualitative data analysis was used to analyze data from interviews. A key finding is teachers’ understanding and acceptance that Teach Less, Learn More is the government’s way of ensuring that a progressive education system is the key to bringing change that would ensure Singapore’s continual survival and is its strategy for introducing innovation and change to existing teaching, learning and assessment practices in Singapore schools. Further key findings were that teachers’ mindsets affected and directed the implementation processes of TLLM, that investing in training was seen by the MOE and by teachers as an effective means of sustaining TLLM at grassroots level. Recommendations for practice include broadening the definition of educational success which directly influences teachers’ beliefs and ‘work’ and an increased focus on professional development (PD) and on reward strategies that recognize successful implementation.

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