Now showing 1 - 10 of 34
  • Publication
    Unknown
    Eportfolios in initial teacher education in Singapore: Methodological issues
    (2012-07) ;
    Zhou, Mingming
    ;
    ; ;
    Chew, Evelyn
    Eportfolios were introduced into teacher education in the 1980s. Since then, educational researchers and practitioners have increasingly cited the use of portfolios as an important assessment and learning tool in teacher education programs. In the domain of teacher education, the need to improve quality, attain established standards and to resolve accreditation issues have led to the increased use of ePortfolios in many European states and others around the world (Granberg, 2010). An electronic portfolio (ePortfolio) is often defined as “a digitized collection of artifacts, including demonstrations, resources and accomplishments that represent an individual, group, community, organization, or institution. This collection can comprise of text-based, graphic or multimedia elements archived on a Web site or on other electronic media (Lorenzo & Ittelson, 2005, p. 3).” In pre-service teachers’ ePortfolios, artifacts can be samples of work that include lesson plans, stimulus materials, videos, pictures and picture files, classroom assignments, classroom tests, newsletters, and inservice materials produced by the pre-service teacher (Bruneau & Bie, 2010). With the creation of ePortfolios, student teachers can document their journey in becoming a teacher by selecting, sharing, and reflecting on artifacts such as educational philosophies, classroom management plans, unit and lesson plans, plans to meet the needs of diverse and special needs pupils, and video clips of practice teaching (e.g., Strudler & Wetzel, 2005). They can not only showcase their best work as a professional, but also exhibit the knowledge and skills in using technology.
  • Publication
    Unknown
    E-portfolios as a tool to assess and promote student teachers’ learning and development
    (Office of Education Research, National Institute of Education, Singapore, 2020)
    The use of electronic portfolios or e-portfolios in teacher education has attracted considerable attention in recent years. Teaching portfolios can be broadly defined as a collection of documents and evidence of a teacher’s knowledge, experience, and ability (Wray, 2008). The increased integration of e-portfolios into teacher education programs stems from its potential effectiveness in a number of areas. In our context, we identified two major areas wherein e-portfolios show the potential value for student teacher learning and development:
    (i) documenting and enhancing understanding and awareness of competencies and standards; and (ii) developing reflective thinking.
      326  58
  • Publication
    Open Access
    Becoming a teacher: Reflection, inquiry and identity
    (Office of Teacher Education, National Institute of Education, 2021)
    "The COVID-19 pandemic has altered the way we live, work and learn overnight. With school closure during the circuit breaker, teachers in Singapore had to quickly adapt to these disruptions and adopt new modes of teaching and learning. Education is now taking place in the midst of an increasingly complex and interconnected global landscape. COVID-19 underscores even more clearly that teachers need to prepare students for jobs and challenges that may not yet exist. Most importantly, teacher education and professional learning must evolve to equip all our teachers to prepare their students for an unpredictable and challenging future, but one that is filled with great opportunities. Our schools will need teachers with an inquiring and creative mind, a heart for the learner and a passion for lifelong learning. The NIE Strategic Vision 2022 sets out to prepare future-ready teachers for future-ready learners though providing them with education ‘4’ life i.e., Life-long, Life-deep, Life-wide and Life-wise."
      134  660
  • Publication
    Open Access
    Achievement goals, implicit theories and behavioral regulation among polytechnic engineering students
    This study examined the relationships between the approach-avoidance dimension, as well as the mastery-performance dimension of achievement goals, implicit theory of intelligence, and behavioral regulations among engineering students in a polytechnic in the academic domain. Polytechnic students (n = 1359) from Singapore participated in the survey. They were assessed on achievement goal orientations, implicit beliefs, behavioral regulations, values, effort and enjoyment towards their course of study using questionnaires. Cluster analysis was conducted and the results showed that five distinct clusters could differentiate the students in terms of their achievement goals profiles. Follow-up tests between the clusters showed that the five clusters had differing psychological characteristics, and differing values, effort, and enjoyment towards their course of study. Taken together, the present study offers some insights into intraindividual‟s differences in achievement goals and its impact and offers some useful implications for interventions.
      503  282
  • 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.
      635  593
  • Publication
    Open Access
      100  127
  • Publication
    Open Access
    What's next for the digital portfolio at NIE
    (National Institute of Education (Singapore), 2020)
      91  137