The Epistemic Work of Teachers: Trajectories of Powerful Knowledge and Pedagogical Changes in Singapore

• In Event: Reforming Pedagogies and Creating Powerful Knowledge in Singapore: Examining System Rebuilding over Two Decades

Abstract

Background
In any classroom, a teacher interacts with learners in the presence of content, which varies by subject domains such as English or Music, and by pedagogies employed to deliver that curricular content. Since Bloom’s Taxonomy which emphasised knowledge as a key domain of learning (1956), the nature of knowledge and knowledge work has been a principal area of educational inquiry, particularly within classroom research. This focus aligns with the concept of powerful knowledge (Young & Muller, 2013), which posits that education should provide students access to knowledge that transcends their everyday experiences, enabling them to engage meaningfully with complex societal issues.

Objective
This paper seeks to explore the evolution of knowledge work within Singapore classrooms, particularly in the subject domains of English and Mathematics, as well as across various other subjects. It aims to analyse how pedagogical strategies have shifted to accommodate higher forms of knowledge essential for fostering a knowledge-based economy. Incorporating powerful knowledge into this inquiry emphasizes the need for educational frameworks that equip students to think critically about their world, thus aligning with the broader purposes of education.

Theoretical Framework
The foundation of this inquiry rests on Bloom's Taxonomy of Educational Objectives (1956) and its revised version by Anderson and Krathwohl (2001). Bloom's work has profoundly influenced educational research and practice by elucidating the cognitive processes involved in learning. The different iterations of CORE studies build upon these theoretical frameworks, exploring how knowledge and epistemic emphasis have transformed in educational settings. This evolution connects theoretical insights with classroom practice, ensuring that powerful knowledge informs pedagogical approaches and their implementations.

Methods
The paper employs a comparative analysis of pedagogical changes across four iterations of the CORE Research Programme (CORE): CORE 1 (2004), CORE 2 (2010), CORE 3 (2018) and CORE 4 (2023). The analysis focuses on the interaction of teachers and learners within the context of knowledge work encountered in classrooms. Over 1,500 lessons from CORE 3, covering Grades 5, 7 and 9, are systematically analyzed, alongside data from CORE 4 lessons collected from 2023 and 2024.

Data Sources
Data sources for this paper include lesson observations, instructional materials, and student assessments obtained from CORE across various subject areas. In particular, CORE 3's data provides a comprehensive dataset for examining changes in knowledge work and epistemic practices in classrooms, enabling a thorough exploration of pedagogical shifts from 2004 to 2024 as well as how powerful knowledge practices are implemented or constrained.

Results
The findings reveal changes in how teachers emphasise different forms of powerful knowledge. By highlighting the shift towards higher-order thinking and inquiry-based pedagogies, the paper identifies opportunities and challenges in implementing a curriculum for powerful knowledge.

Significance of Study
This research holds substantial implications for educational practice and policy globally. By elucidating the trajectory of knowledge work and its manifestations in classroom settings, the findings can inform future pedagogical enhancements and curricular developments. Ultimately, this paper emphasises the crucial role that powerful knowledge and knowledge work play in preparing students in a post-truth era.

Author

• Dennis Kwek, National Institute of Education - Nanyang Technological University