How Singapore junior college science teachers address curriculum reforms: A theory
Year: 2012
Type: article
Abstract: Using grounded theory research methodology, a theory was developed to explain how Singapore junior college science teachers implement educational reforms underpinning the key initiatives of the ‘Thinking Schools, Learning Nation’ policy. The theory suggests Singapore junior college science teachers ‘deal with’ implementing curriculum reforms by engaging in a three-stage process of individualised amelioration of teaching and learning. The argument is made that individual amelioration takes place because of an absence of fit between the reform initiatives and the demand on teachers to prioritise preparation of students for national examinations. This paper also discussed the teaching practices of Singapore junior college science teachers with regards to curriculum implementation in light of other scholarly works.
Authors: Patrick Lim, David Pyvis
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2169356299