In a performativity-driven school system, where academic results determine the annual assessment of its teachers. an undeniable amount of pressure is exacted on beginning teachers, Within each school in such a system, there exists a set of cultural practices that dictate how teaching is done, so as to maximize the academic output of its pupils, It is within such an environment that beginning teachers learn to survive after their initial teacher training. It is thus important to understand how such a school culture impacts and influences the beliefs and practices of beginning teachers. In the midst of the massive recruitment of teachers. the questions that naturally arise are 'Are beginning teachers' identities and their pedagogical approaches socialized by school systems? and 'If so, in what ways?' This narrative study is set within the context of Singapore, where the performativity discourse is dominant. It explores the journey of four beginning teachers from their pre-service training to their second year of teaching. The beginning teachers' narratives reveal how the micropolitics of the schools shape their values, beliefs and practices. It uncovers the process of teacher socialisation in the Singapore school system. Through a narrative approach, their, otherwise suppressed, stories are heard, And with this revelation, teacher education and the teacher education institute's existing relationship with schools must fundamentally change.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:575363 |
| Date | January 2012 |
| Creators | Loh, Jason Kok Khiang |
| Publisher | University of Sheffield |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.whiterose.ac.uk/15007/ |
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