Teacher beliefs in 'testing' times: a lesson from Singapore. Issue 3 (2nd July 2016)

• Record Type: Journal Article
• Authors: Dixon, Mary
• Is Part Of: Teaching education. Volume 27:Issue 3(2016)
• Page Start: 327
• Page End: 339
• Publication Date: 2016-07-02
• Subjects: teacher socialisation -- teacher professionalism -- teacher thinking and knowledge; Teachers -- Training of -- Periodicals; 370.11
• DOI: 10.1080/10476210.2016.1154938
• Languages: English
• ISSNs: 1047-6210

Abstract

Abstract : 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.