This study aimed to explore the influence of Singapore teachers’ beliefs on enacting new curricular content.
Furthermore, as an attempt to address the gap in learning study literature, the authors also wanted to explore how the teachers’ beliefs changed and in turn prepared them to deal with new curricular initiatives.
The outcome of the analysis resulted in capturing three ways the participating teachers experienced their own learning:
(1) increased degrees of student-centered pedagogy and challenges to teachers’ prior assumptions about science pedagogy;
(2) increased awareness of possibilities and limitations of their beliefs about science pedagogy; and
(3) emergence of new understandings about new curricular content and science pedagogy.