Now showing 1 - 10 of 58
  • Publication
    Open Access
      30  45
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    Building an evidence-base to support teacher growth: A career-long perspective (Phase I)
    (Office of Education Research, National Institute of Education, Singapore, 2024) ; ;
    Goh, Charles Sao-Ee
    ;
    Goodwin, A. Lin
    Since 2009, the PI and her team have been building an evidence-base to help inform policies on, and practices of initial teacher education (ITE) programmes in the National Institute of Education (NIE) and early career professional learning of local teachers in five research projects. Building on and extending the team's earlier work on ITE and early career teacher learning, this project intends to characterise the impact of experience—both cumulative and episodic—on career-long development and sustainability of Singaporean teachers. Understanding teacher career development and sustainability beyond the early career phase will become more important as the age of Singapore’s teaching force increases, in line with the nation’s demographic trends. This project aims to contribute to the chain of evidence linking ITE with subsequent within-career experience to understand whether and why teachers’ professional identity, competence, and commitment change over time.
      12  8
  • Publication
    Open Access
    Building an evidence-based to support teacher growth: A career-long perspective (Phase I).
    (National Institute of Education (Singapore), 2020) ;
    Tan, Jocelyn Shi Yah
      234  219
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    Restricted
    Building an evidence-base for initiaul teacher education (ITE) in NIE: A bridging project
    (2009-11) ; ; ; ;
    Selim Ben Said
    ;
    Hui, Chenri
    ;
    Lam, 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.
      418  52
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    Restricted
    An exploratory study of beginning teacher mentoring practices in Singapore
    (Office of Education Research, National Institute of Education, Singapore, 2020) ; ;
    Goodwin, A. Lin
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    ;
    Goh, Sao-Ee
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    Yeung, Alexander Seeshing
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    Chua-Lim, Yen Ching
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    Sarifah Noor Aini Bte Syed Mahmood
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    Pandian, S. P. Jeyarajadas
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    Cai, Li
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    Hui, Chenri
    ;
    Cheong, Beng Cheong
    This is the fifth in a suite of five projects that aims to establish an evidence-base for the continual review and enhancement of pre-service teacher education and early career teacher professional learning and development within Singapore. Some findings emergent from these projects, especially the recently completed OER 14/13 LEL project, suggested that a supportive and sharing school culture, structured mentoring, and beginning teachers’ (BTs) attitude to learning account for their varying degrees of professional growth. During visits to schools participating in the Instructional Mentoring Programme (IMP), officers from Academy of Singapore Teachers (AST) also sensed that there existed school variations in the implementation of BT mentoring. Therefore, we collaborated with officers from the Ministry of Education (MOE) and AST to research support for and mentoring of BTs in Singapore.
      424  32
  • Publication
    Open Access
    How do teacher affective and cognitive self-concepts predict their willingness to teach challenging students?
    (Edith Cowan University, 2019) ; ;
    Hui, Chenri
    ;
    Cai, Li
    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.
      313  220
  • Publication
    Open Access
    Local evidence synthesis on baseline research to inform SkillsFuture for educators
    (Office of Education Research, National Institute of Education, Singapore, 2022) ; ; ; ;
    Tan, Jocelyn Shi Yah
    ;
    Kumar, 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.
      640  598
  • Publication
    Open Access
    Student teachers' reasons for choosing teaching as a career
    (2005)
    Lim-Teo, Suat Khoh
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    Ch'ng, Alan
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    Goh, Kim Chuan
    As the sole teacher education institute in Singapore, the National Institute of Education (NIE) prepares all new teachers for teaching in Singapore’s Education System. In the last decade, NIE’s enrolment for initial teacher preparation programmes has grown significantly with peaks in the recession years. There is also some evidence of attrition taking place when beginning teachers complete their bond with the Ministry of Education. It is thus important to determine empirically the reasons why student teachers join the teaching profession. As part of a longitudinal study on beginning teachers’ attitudes towards teaching and professional development, a research survey, the first of three data collections, was administered to whole cohorts of student teachers entering the three main teacher preparation programmes at NIE in July 2004. This paper presents the survey findings on student teachers’ range of reasons for choosing teaching as a career and discusses those differences between cohorts of different programmes.
      156  358
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    Restricted
    IELTS and its correlation with teachers' communicative competence
    (2009)
    Chong, Sylvia
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    ;
    Lubna Alsagoff
    "The study investigated the English Language proficiency of primary school English-medium student teachers enrolled at NIE using a validated language testing instrument, IELTS. Through the use of the IELTS results, it assessed the student teachers' strengths and weaknesses in the language and identified improvement steps."-- [p. 1].
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