Issues facing teacher curricular and pedagogical capacity in mature and emerging education systems

Year: 2006

Author: Albright, James, Ismail, Masturah

Type of paper: Abstract refereed

Inspired by a two-year intervention project focused on improving Singaporean Normal Technical (the lowest ability stream) teachers’ capacity to design and implement authentic and effective pedagogies in three lower secondary core subject areas (science, mathematics and English language), this paper raises issues about teacher professional development found across various international contexts. Like many similar projects in developed and developing countries, this Centre of Research and Pedagogy and Practice(CRPP)-sponsored intervention documents and analyses teachers’ content and pedagogical “capacity” (Luke, 2005). It offers teachers comprehensive mentoring in curriculum design and assessment (Wiggins & McTighe, 2005) with the aim of changing teachers’ professional beliefs and capacity for pedagogical innovation. Recognizing that teacher professional development is a global conversation, the paper is a self-reflective attempt to compare and problematise the pervasive metaphor of capacity by comparing and problematising the way this is structured across mature and emerging educational systems.