Curriculum integration in Singapore: Teachers' perspectives and practice

In this qualitative study, we examined eleven Singapore teachers' conceptions of teaching and learning as related to their experiences implementing integrated curriculum. Interviews revealed that the teachers' conceptions of integration spanned the spectrum of ideas found in relevant liter...

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Bibliographic Details
Published in:Teaching and teacher education 2013-04, Vol.31, p.23-34
Main Authors: Lam, Chi Chung, Alviar-Martin, Theresa, Adler, Susan A., Sim, Jasmine B.-Y.
Format: Article
Language:English
Subjects:
Assessment
Barriers
Curriculum
Curriculum Design
Curriculum Development
Curriculum Implementation
Curriculum reform
Educational Policy
Foreign Countries
High Stakes Tests
Integrated Curriculum
Interdisciplinary Approach
Interviews
Learner Engagement
Learning
Qualitative Research
Singapore
Teacher Attitudes
Teacher conceptions
Teachers
Teaching
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Summary:In this qualitative study, we examined eleven Singapore teachers' conceptions of teaching and learning as related to their experiences implementing integrated curriculum. Interviews revealed that the teachers' conceptions of integration spanned the spectrum of ideas found in relevant literature. Further, although participants saw benefits to integration, including greater engagement of learners, they also spoke of significant obstacles to its implementation, such as teachers' own perceived lack of subject knowledge and a misalignment with the assessment system. The findings, while echoing previous studies conducted in various countries, highlight implementation difficulties in settings where high stake examinations and disciplinary-based curriculum prevail. ► Teachers' conceptions of integration reflected various interdisciplinary models. ► Perceived benefits to integration included greater engagement of learners. ► Perceived barriers included teachers' lack of subject knowledge. ► Other barriers were misalignment of assessment and societal valuing of competition. ► Barriers to integration are discussed in light of global trends in education.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2012.11.004