Teacher Practical Reasoning When Implementing Curriculum Reforms: A Case Study from Singapore

Heng Jiang; Terence Titus Chia; Ria George Kallumkal; Malathy Krishnasamy

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Chapter 13 Teacher Practical Reasoning When Implementing Curriculum Reforms

A Case Study from Singapore

in Education beyond Crisis

Autor:innen:

Heng Jiang

Heng Jiang
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Terence Titus Chia

Terence Titus Chia
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Ria George Kallumkal

Ria George Kallumkal
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Malathy Krishnasamy

Malathy Krishnasamy
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Art:: Kapitel

Seiten:: 231–248

DOI:: https://doi.org/10.1163/9789004432048_013

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Abstract

In this chapter, we trace teachers’ “practical reasoning ladders” based on their heuristic goal system and rational laddering, which plays important mediating roles between knowledge, beliefs, and contextual demands. The main argument of this chapter is that studying teacher “practical reasoning” can contribute to a better understanding of how teachers respond to the “Teach Less Learn More” initiative in Singapore. We would further argue that the tensions among different dimensions of reasoning (instructional, pragmatic, and reflective) create dilemmas for teachers in their classroom practices. These arguments are grounded in the qualitative analysis of classroom teaching of six English language teachers in four primary schools in Singapore. In these cases, we show how teachers’ “practical reasoning ladders” can serve as a frame for a deeper understanding of teacher responses to curriculum reforms. Although this study is situated in Singapore, it touches upon the fundamental issues, such as curriculum implementation, teacher practical reasoning, and teacher agency that educational researchers, practitioners, and policymakers are concerned within many other contexts.

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Education beyond Crisis

Challenges and Directions in a Multicultural World

Reihe: ISATT Conference Series, Band: 1

ISBN:: 9789004432048

Verleger:: Brill

Print-Publikationsdatum:: 09 Jun 2020

Fachgebiete
- Pädagogik

Front Matter

Preface

Figures and Tables

Notes on Contributors

Part 1 Directions for the Future of Teaching

Chapter 1 The Impact of Reform Policies on Teachers and Their Practices

Chapter 2 Student Voice in Teaching Writing

Chapter 3 Vertical Curriculum Design and Evaluation of Citizenship Skills

Chapter 4 The Role of Reflective Simulation in the Context of Theatre Pedagogical Paths in Teacher Education

Chapter 5 Towards Broader Views on Learning to Teach

Part 2 Challenges of the Contemporary Teaching Context

Chapter 6 From Integration to Inclusion

Chapter 7 Art and Inclusive Initial Education

Chapter 8 Design of a Mobile App to Digitalize Teachers’ Professional Journals in the Practicum

Chapter 9 Teaching Media Literacy and Critical Thinking to Countering Digital Misinformation

Chapter 10 Innovative Practices in Teacher Education

Chapter 11 Educating Refugee Students

Chapter 12 EFL Writing in Romania

Chapter 13 Teacher Practical Reasoning When Implementing Curriculum Reforms

Chapter 14 Understanding What, How, and Why Teacher Educators Learn through Their Personal Examples of Learning

Chapter 15 Exploring Teacher Educators’ Professional Identity

Chapter 16 Teaching Philosophy of Education to Undergraduates in the Deep Amazon

Chapter 17 Effects of Inquiry-Based Learning Cooperative Strategies on Pupils’ Historical Thinking and Co-creation

Back Matter

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Chapter 13 Teacher Practical Reasoning When Implementing Curriculum Reforms

A Case Study from Singapore

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Education beyond Crisis

Challenges and Directions in a Multicultural World

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