Revisiting teaching preparation and practices for writing in Singapore

Sarah J. McCarthey, Jiadi Zhang

Research output: Contribution to journalArticlepeer-review


Through interviews, the study investigates changes in the preparation of teachers to teach writing and writing practices in Singapore. With the implementation of the new Syllabus, which emphasized multiliteracies, university instructors modeled new practices including multimodal approaches. Traditional writing practices tended to dominate in schools and the focus on exams persisted. However, changes in exam content and a focus on formative assessment promised future shifts. The use of technology and diverse online platforms provided new opportunities for writing practices during the pandemic. However, online teaching of writing was not without technological and pedagogical challenges.

Original languageEnglish (US)
Article number104337
JournalTeaching and Teacher Education
StatePublished - Dec 2023


  • Exams
  • Multiliteracies
  • Singapore
  • Teacher preparation
  • Writing

ASJC Scopus subject areas

  • Education


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