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Teacher beliefs in ‘testing’ times: a lesson from Singapore

Version 2 2024-06-03, 18:02
Version 1 2016-05-26, 11:59
journal contribution
posted on 2024-06-03, 18:02 authored by M Dixon
International benchmarking and national testing of students at all levels of schooling have provoked teachers to critically reflect on their place in this endeavour. Many of the curriculum and pedagogical approaches associated with this type of assessment and accountability conflict with long-held beliefs about the role of teachers and the work of schooling. Singapore is recognised for significant achievement in the international schooling arena and also has a long history of national testing. This study draws specifically on positioning theory to investigate teacher beliefs and positioning in these times. A large qualitative research project located in Singapore sought the ways experienced teachers positioned themselves and their work as they negotiated multiple and sometimes conflicting discourses of teaching. A rigorous process was used to elicit teacher beliefs and resultant teacher positions.

History

Journal

Teaching education

Volume

27

Pagination

327-339

Location

Abingdon, Eng.

ISSN

1047-6210

eISSN

1470-1286

Language

eng

Publication classification

C1 Refereed article in a scholarly journal, C Journal article

Copyright notice

2016, Taylor & Francis

Issue

3

Publisher

Routledge