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    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.
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    Building an evidence-base for teacher education: Phase II
    (Office of Education Research, National Institute of Education, Singapore, 2024) ;
    Goodwin, A. Lin
    ;
    ; ;
    This is the fourth in a suite of four projects which aim to establish an evidence-base for the continual review and enhancement of initial teacher education (ITE) and early career teacher professional learning and development (TPL&D) within Singapore. Therefore, this project is the continuation and expansion of our three previously funded research projects (OER 13/09 LEL, OER 04/10 LEL, and OER 15/11 LEL). Specifically, this project investigates how ITE programmes and the first two years of teaching experiences impact the development of professional competencies and identities of student teachers and beginning teachers (BTs) in Singapore.
      36  57
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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.
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    Building an evidence-base for ITE in NIE: A bridging project
    (Office of Education Research, National Institute of Education, Singapore, 2024) ; ; ;

    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. This project was a further formative step on that journey, and had four related purposes/objectives.

    The first involved the extension of work begun in OER 13/09 LEL involving the making of video observations of classroom pedagogical practices, and the subsequent coding of those. The intention was to extend this work to include representative samples of teaching in Academic Subject (AS) courses.

    The second was to support the work of the TE21 implementation steering group (ISG), through mapping of student teachers’ perceptions of the contribution that their program makes to the development/achievement of the V3SKs and GTCs. A new survey, the Perceptions of Programme Coverage and Achievement on V3SK and GTCs Survey, was developed for this purpose.

    The third involved an extension of data collection to involve the use of interviews. These interviews sought to understand how student teachers’ attitudes, beliefs and values were engaged during their PGDE experiences, and the impact of those engagements on participants’ ‘teacher identity’.

    The fourth purpose involved improvement of the research processes and tools, in anticipation of their use in subsequent research.

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    Building an evidence-base for teacher education: Phase I
    (Office of Education Research, National Institute of Education, Singapore, 2024) ; ; ;
    Selim Ben Said
    The core purpose of this project was to characterise the development of student teachers’ professional competence and identity in Initial Teacher Education (ITE). Specifically, the project studied the impact of initial teacher education (ITE) programmes within National Institute of Education (NIE) on student teachers’ development of professional competencies and teacher identity. This, and the earlier related OER 13/09 LEL and OER 4/10 LEL work, was the first systematic attempt in Singapore to provide empirical evidence that could ultimately help to inform policy on, and practice of, teacher education programmes.
      89  36
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    An exploratory study of beginning teacher mentoring practices in Singapore
    (Office of Education Research, National Institute of Education, Singapore, 2020) ; ;
    Goodwin, A. Lin
    ;
    ;
    Goh, Sao-Ee
    ;
    Yeung, Alexander Seeshing
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    Chua-Lim, Yen Ching
    ;
    Sarifah Noor Aini Bte Syed Mahmood
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    Pandian, S. P. Jeyarajadas
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    Cai, Li
    ;
    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.
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