How Singapore junior college science teachers 'deal with' the teaching of science under the '2006 revised junior college curriculum': a theory

The aim of this study was to develop substantive theory to explain how Singapore junior college science teachers 'deal with' the teaching of science under the '2006 revised junior college curriculum'. In 1997, a new vision for education in Singapore, called 'Thinking Schools, Learning Nation', was introduced to prepare students for successful living in economies driven by knowledge. To realise this vision, many educational initiatives have been implemented in Singapore schools for the past decade. The '2006 revised junior college curriculum' is one such initiative. The revised curriculum emphasises breadth and flexibility, and is intended to transform an examination-oriented educational culture in Singapore junior colleges to one driven by 'passion for learning'. With the implementation of the revised curriculum, junior college teachers face new challenges. In addition to the usual responsibility of delivering quality results in the national examinations, the teachers are also expected to orchestrate 'progressive' pedagogical practices in classrooms. Current literature on educational change is replete with scholarly advice that for sustainable change, theoretical understanding of teachers' perspectives and practices with regards to implementing educational initiatives is imperative. However, no theory on how Singapore junior college teachers put in practice initiatives underpinning the 'Thinking Schools, Learning Nation' vision existed prior to this study. In light of these considerations, this study was undertaken in October 2007 to generate substantive theory on how Singapore junior college science teachers 'deal with' the teaching of science under the new educational framework.