Centralised Curriculum vs Teacher Freedom - Finding the Balance
OER 17/21 PAJ - Trialing agentic curriculum making for Character and Citizenship Education: Implications for teacher professionalism
Project Team
PI: Dr Andrew Joseph Pereira, CRPP, NIE
Co-PI: Associate Professor Fang Yanping, PCL, NIE
Collaborator: Dr Phillip Alexander Towndrow (retired), previously from CRPP, NIE
Collaborator: Dr Thavamalar Kanagaratnam, SDCD, MOE
Collaborator: Mr Osman Abdullah, AST, MOE
Project Description
This study addresses the need to reconcile the tension between a centralised curriculum and teacher empowerment, critical for effective Character and Citizenship Education (CCE) in Singapore. We explored how teachers can exercise their expertise and judgment to adapt the curriculum to meet student needs, leading to more effective learning experiences. Using a comprehensive case study and lesson analysis approach, involving six teacher case studies over one year, we found that empowered teachers created engaging and meaningful learning experiences, improving student outcomes in character and citizenship education. This research has significant implications for policymakers, educators, and school leaders, highlighting the importance of teacher agency and autonomy in curriculum making, and the need for balanced policy approaches that balance centralisation with teacher empowerment.
Project Implications
- Teacher autonomy and agency: Teachers should be empowered to make their own curriculum decisions, rather than simply implementing a centralised curriculum, to create engaging and meaningful learning experiences for students.
- Balanced policy approach: Policymakers should strike a balance between centralising the curriculum and empowering teachers, allowing for creativity and autonomy while still maintaining standards and accountability.
- Improved student outcomes: By promoting teacher agency and autonomy, schools can improve student outcomes in character and citizenship education, leading to more effective and engaged students.
- Professional learning: The study highlights the need for ongoing professional learning and support for teachers to enhance their curriculum-making skills and confidence in exercising their agency.
