Abstract :
In this study, we observed and interviewed six teachers from two Singapore
primary school classrooms. The schools were reportedly achieving high levels
of computer integration as reflected in a nationwide questionnaire survey. Out
of the 18 lessons that we observed, 14 lessons have incorporated some elements
of constructivist teaching. However, closer examination revealed that
the underlying orientation of the lessons was inclined towards information
acquisition and regurgitation. Five out of the six teachers we interviewed were
reportedly inclined towards constructivist notion of teaching. The teachers
accounted for the inconsistency between their espoused beliefs and the
teacher-centric teaching practice as due to contextual constraints. The teachers
expressed that the need to complete the syllabi according to stipulated
schedules so as to get the students ready for examinationwas the main barriers
that prevented them from engaging in more constructivist teaching. This case
study therefore highlights that although it is necessary for teachers to hold
pedagogical beliefs that are compatible with the constructivist notion of teaching
and learning, this is an insufficient condition to shift traditional teaching
practice. Changes in assessment systems and substantial professional development
are further conditions that have to be addressed.
