Chye Yen Leng Stefanie

The capacity for self-regulated learning (SRL) is presently recognized as a necessary and inherent goal of continual lifelong education. This makes developing SRL an educational imperative. However, beyond the general recognition that SRL can and should be explicitly taught, how formal SRL instruction should best be implemented is less clear. This study attempts to shed light on the issue by examining how SRL development may be supported or constrained in a tertiary level SRL instructional module for pre-service teachers, as it occurred. It is assumed that an understanding of these processes would contribute to an improvement in pedagogical practices.

A sociocultural perspective is employed as the overarching theoretical framework for the study. In line with the sociocultural orientation, the study focuses specifically on the local context of the classroom, the forms of instructional discourse employed with and within the classroom practices and the cultural models about SRL that are produced.

Through a combination of ethnographic classroom research and discourse analytic methods, the lecturer's uses of monologic and dialogic forms of pedagogical discourse are first identified. The analysis then demonstrates how different forms of instructional discourse result in the production of different cultural models about SRL. Specifically, the study shows how monologism may produce the following cultural models about SRL: (i) that knowledge for SRL is true and objective; (ii) knowledge for SRL consists of fixed and predetermined facts; (iii) that there is a one right way to SRL; (iv) knowledge for SRL is the sole domain of the lecturer and texts; (v) learner identities established in class are true and permanent; and (vi) SRL problems can be objectively diagnosed. Dialogism on the other hand, was largely associated with the construction of an opposing set of cultural models about SRL. In some instances, the cultural models produced in the SRL module may not be the sole construction of the lecturer, but may reproduce those of the larger society.

An interpretative analysis of how the cultural models about SRL may act to facilitate or assuage the development of self-regulation is offered. This discussion draws upon postmodern and sociocultural accounts of truth, epistemology, identity and power and considers them in relation to SRL development and the goals of SRL instruction.

Overall, the findings suggest that the cultural models about SRL constructed through monologic and dialogic forms of pedagogical discourse can both act to support and undermine SRL development. While the monologic stance may be necessary, it is insufficient to bring about SRL development. Dialogic SRL instruction presents its own difficulties, but appears to be more in keeping with the goals of SRL instruction and the development of self-regulatory processes. This suggests that dialogism may need to be accorded a more central role in SRL instruction.

In closing, it is hoped that the present study casts a different light on current understandings about SRL development in instructional contexts and serves to map out new research agendas to be pursued by future researchers and educators concerned with SRL development.

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.

In this study, we shared findings from selected student teachers in National Institute of Education (a teacher education institution in Singapore) who have created eportfolios that presented their learning and teaching practicum experiences. The eportfolios were constructed with the aim to document their learning journey and teaching practices, and to reflect and showcase what they have achieved. Data were extracted from their eportfolio artifacts in order to seek evidence of their teacher identity formed during this process. The main research questions addressed in this paper were: ―What type of teacher identity was reflected through pre-service teachers’ use of eportfolios?‖; and ―How their teacher identity developed in different contexts over time?‖ The paper concluded that student teachers‘ identities evolved as they went through the teacher education program. Such identity constructions are never fixed, and develop under the influence of student teachers‘ surrounding contexts and experiences.

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.

“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.

"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."