Options
Low Ee Ling
Preferred name
Low Ee Ling
Email
eeling.low@nie.edu.sg
Department
English Language & Literature (ELL)
Office of Academic and Faculty Affairs (AFA)
ORCID
58 results
Now showing 1 - 10 of 58
- PublicationOpen AccessLocal evidence synthesis on baseline research to inform SkillsFuture for educators(Office of Education Research, National Institute of Education, Singapore, 2022)
; ; ; ; ;Tan, Jocelyn Shi YahKumar, Vinay“This report identifies and synthesises findings from a total of 42 unique studies that are relevant to at least one of the SFEd Areas of Practice, as well as to teacher learning and PD (see Annex A for the full project list).”--Overview of the Synthesis.623 574 - PublicationRestrictedBuilding an evidence-base for initiaul teacher education (ITE) in NIE: A bridging project(2009-11)
; ; ; ; ;Selim Ben Said ;Hui, ChenriLam, Audrey"In 2009, a project-OER 13/09 LEL Building an Evidence-base for ITP in NIE: A Formative Project-was funded to initiate a program of research activities that seeks to achieve a rich and contextualised understanding of the nature, substance and professional impact of student teachers' learning within NIE's ITE programmes." -- p. 3.415 52 - PublicationOpen AccessBuilding an evidence-base for teacher education: A longitudinal and cross-sectional study of the PGDE programmes(National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2023)
; ;Goh, Sao-EeTan, Jocelyn Shi Yah58 47 - PublicationOpen AccessBuilding an evidence-base for teacher education: Phase I: Pedagogical characterization of an initial teacher education classroom(2014)
; ; ;Hui, ChenriLin, Jane HuilingThis study examined the pedagogical practice of an initial teacher education course from the diploma programme in the National Institute of Education and how it contributed to student teachers’ professional growth in terms of pedagogical knowledge and skills, and professional identity as a teacher. This study made use of videographic data of 11 lessons of the course over an entire semester, and end-of-course focus group interviews with the student teachers and the lecturer who conducted the course. The findings have important implications for pedagogical practice in teacher education.304 253 - PublicationOpen AccessDeveloping teacher leadership in Singapore: Multiple pathways for differentiated journeys(2013-04)
;Goodwin, A. Lin; 3220 642 - PublicationMetadata onlyThe future of work in education: Teachers' professional commitment in a changing world(2022)
; ;Goh, Sao-EeTan, Jocelyn Shi YahIn the midst of a changing global societal workplace and landscape, it is natural to hunt for stability. In the educational realm, however, finding stability is about what we can simplify and clarify in order to keep driving a high level of professional commitment by teachers with the goal of producing high teacher-quality outcomes. This article aims to identify the factors that drive teachers’ career-long commitment to their profession. We studied thirty-five primary school teachers across six career stages, from beginning teachers to those close to retirement, to uncover essential conditions, such as a supportive school leadership that helps teachers maintain a career-long commitment to their profession amid a rapidly evolving local and global educational landscape.71 - PublicationOpen AccessHow do teacher affective and cognitive self-concepts predict their willingness to teach challenging students?Building on and extending earlier research on student self-concepts and studies investigating teachers working with students with social, emotional, or behavioural difficulties, disorders, or disturbance, this longitudinal study examined teacher self-concepts in relation to their willingness to teach challenging students in mainstream classrooms. In the current study, “challenging students” refer to those who may pose a challenge to the teacher, either behaviourally or academically. Statistical measures included analysis of variance, correlation analysis, path analysis, and commonality analysis. Survey data collected from 108 participants at three different time points consistently showed that affective self-concept was a stronger predictor than cognitive self-concept of teachers’ willingness to teach challenging students. This study affirms and extends self-concept research by showing that the affective dimension of teacher self-concept is a better predictor of choice indicators than the cognitive dimension. The study also highlights the importance of developing and sustaining a strong sense of professional enjoyment for teachers in facing challenging teaching environments.
310 205 - PublicationOpen Access
247 299 - PublicationOpen Access
77 96