Views, Values and Perceptions in Geographical Fieldwork in Singapore Schools

• Published in: International research in geographical and environmental education Vol. 17; no. 4; pp. 307 - 329
• Main Author: Chew, Edwin
• Format: Journal Article
• Language: English
• Published: Taylor & Francis Group 01.01.2008; Routledge
• Subjects: Academic staff attitudes; Administrator Attitudes; curriculum; Curriculum guides; Department Heads; Educational Practices; Educational Trends; environmental education; evaluation fieldwork; Experiential learning; Field Studies; Field trips; fieldwork; Foreign Countries; future; Geography; Geography Instruction; Geography teaching; Higher education; Instructor Coordinators; Mail Surveys; Nanyang Technological University. National Institute of Education; National curriculum; Perception; Preservice teacher education; Principals; Q1; Q3; schools; Secondary education; Secondary school curriculum; Secondary school teachers; Singapore; Singapore. Ministry of Education; solutions; Stakeholders; Subject coordinators; Surveys; Teacher Attitudes; Teacher Competencies; Teaching Methods; Training; values; Singapore
• ISSN: 1038-2046; 1747-7611
• DOI: 10.1080/10382040802401565

This article suggests that there is an overwhelming support for fieldwork among a prominent group of professionals in Singapore. Professionals were surveyed to assess how fieldwork is viewed amongst the subject leaders (heads of departments, subject heads and geography coordinators) and the various stakeholders (school leaders comprising principals/vice-principals, curriculum officers from the Ministry of Education (MOE) and geography lecturers at the National Institute of Education) in Singapore. The article concludes that the majority of the fieldwork was only of the 'traditional field excursion' type which did not allow much geographical enquiry and discovery. There were also divergent views on the adequacy of training for teachers. The article also highlights the current level of fieldwork undertaken in schools and the current level of training for teachers. It also offers a number of recommendations based on a deeper understanding of challenges and issues faced by schools.