Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19887
Title: 
Authors: 
Keywords: 
Singapore
National science curriculum
Technical knowledge
Knowledge based economy
Survival driven education
Issue Date: 
2018
Citation: 
Tan, A. L. (2018). Journey of science teacher education in Singapore: Past, present and future. Asia-Pacific Science Education, 4(1), 1-16. http://dx.doi.org/10.1186/s41029-017-0018-8
Abstract: 
Singapore students boast stellar performance at international benchmarking studies such as PISA and TIMSS. One of the major contributors to the consistently good performance in mathematics and science is the quality of our science teacher education in Singapore. Through a consistent, systematic and continuous system, there is a seamless transition of pre-service teacher education to continuing professional development of science teachers in Singapore. This pathway of science teacher education is important as it enables science teachers to be kept abreast of changing educational innovations. Quality of science teachers is ensured from the first step of recruitment. Prospective teachers undergo a stringent selection process before they are admitted to the National Institute of Education for their pre-service education. Factors such as strong governmental support, resource availability, high quality professional development opportunities that are responsive to changes in educational landscape, and presence of a structure to allow planning and tracking of professional development trajectory ensures quality professional development. As such, science teacher education in Singapore is a compact model that is responsive yet stable, flexible yet structured, bespoke yet inclusive, varied yet focused, and specialized yet accessible. This paper will discuss science teacher education and professional development in the light of the larger Singaporean education landscape. It will also present challenges and way ahead for science teacher education and professional development in Singapore.
URI: 
ISSN: 
2364-1177
Other Identifiers: 
10.1186/s41029-017-0018-8
Website: 
Appears in Collections:Journal Articles

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