The Interactional Work of Teachers: Dialogues for Powerful Knowledge in Singapore

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

Abstract

Objectives
This paper explores the evolution of interactional practices in Singapore classrooms over two decades, focusing on teacher-student discourse in curriculum enactment. It uses data from the four iterations of the CORE Research Programme to understand how different classroom interactions, including lectures, Initiate-Response-Evaluation, pair/group work (collaborative learning), and whole-class discussion (dialogic exchanges), support teaching and learning at primary and secondary levels.

Theoretical Framework
The theoretical underpinnings of this paper draws on established concepts in education regarding classroom discourse. The works of researchers such as Mercer (1995) and Alexander (2008) provide critical insights into the significance of interactional work in facilitating learning. Mercer and Littleton (2007) emphasise the importance of dialogue as an effective teaching strategy, supporting the claim that fostering meaningful classroom conversations is essential for knowledge acquisition and student engagement.

Methods
This paper employed a mixed-methods design, involving over 4,000 lesson observations, covering a representative sample of Grade 5, 7 and 9 classes across various subject domains, such as English, Mathematics, Science, Social Studies, Literature, Character & Citizenship Education (CCE), and Additional Mathematics. The data was collected from classes over CORE 1 (2004), CORE 2 (2010), CORE 3 (2018), and CORE 4 (2023). Quantitative coding included incidents where powerful knowledge (Young & Muller, 2013) and associated interactions was evident, while Likert-scale ratings and qualitative thematic analyses were conducted.

Data Sources
This paper uses lesson observation data from the four iterations of the CORE Research Programme, focusing on English and Mathematics at Primary and Secondary levels. The most recent iteration, CORE 4, focuses on four school subjects: Science, Social Studies, CCE, and Additional Mathematics. The data was collected from random lessons, full instructional units, teacher and student surveys, student work samples, and teachers' instructional materials.

Results
Across CORE 1 to 4, classroom interactions shifted gradually from teacher-centred to more student-centred practices. Lectures and Initiate-Response-Evaluation (IRE) sequences remained dominant but declined over time, especially at the primary level. Pair and group work became more prevalent in CORE 3 and 4, particularly in Grade 5 CCE and Science, supporting collaborative learning. Whole-class discussions, while limited overall, increased in dialogic subjects such as Literature and Social Studies at Grade 9. However, subject domains like Additional Mathematics remained largely lecture- and practice-driven. These trends reflect a growing, though uneven, embrace of interactional diversity aimed at fostering engagement and deeper learning across subject domains. Implementation of forms of powerful knowledge remains varied as teachers are constrained by a dominant high stakes testing environment.

Significance of Study
This paper provides a rare longitudinal view of classroom interaction in Singapore, revealing both progress and persistent gaps. While collaborative and dialogic practices have grown, especially in primary and humanities subjects, teacher-led talk and brief student responses still dominate, particularly in secondary STEM classrooms. These patterns underscore the need for sustained efforts to deepen student engagement through richer classroom dialogue and collaborative learning. The findings offer actionable insights for enhancing pedagogical practices and curriculum design across subject domains, with implications for promoting more equitable and intellectually engaging learning environments.

Author

• Hock Huan Goh, National Institute of Education - Nanyang Technological University