Low, Ee Ling

Preferred name
Low, Ee Ling
Email
eeling.low@nie.edu.sg
Department
Office of Academic & Faculty Affairs (AFA)
English Language & Literature (ELL)
Personal Site(s)
ORCID
Now showing 1 - 10 of 60
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    Motivation, competence, and confidence to teach: An exploratory study of the impact of an initial teacher preparation (ITP) programme on beginning primary school teachers
    (Korean Educational Development Institute, 2008)
    Lim-Teo, Suat Khoh
    ;
    Low, Ee Ling 
    ;
    Wong, Angela F. L.
    ;
    Chong, Sylvia
    Initial teacher education programmes are seen as the first step in the professional development of teachers. The overall goal is the improvement of teachers' practice. This goal can be achieved through enhancing the motivation, competence, and confidence of (student) teachers in teacher education programmes. Research has shown that the extent to how well prepared teachers feel (motivated, competent and confident) is correlated with the sense of teaching efficacy and responsibility for student learning. This study examines the changes in perceptions (if any) of graduating student teachers' motivation level to be a teacher, teaching competencies, and confidence as a teacher at the exit point of the initial teacher preparation programme.
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    Building an evidence-base for teacher education: Phase I
    (Office of Education Research, National Institute of Education, Singapore, 2024)
    Low, Ee Ling 
    ;
    Ng, Pak Tee 
    ;
    Lim, Kam Ming 
    ;
    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.
      56  36
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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)
    Low, Ee Ling 
    ;
    Ng, Pak Tee 
    ;
    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.
      66  8
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    IELTS and its correlation with teachers' communicative competence
    (2009)
    Chong, Sylvia
    ;
    Low, Ee Ling 
    ;
    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].
      236  43
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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)
    Low, Ee Ling 
    ;
    Lim, Kam Ming 
    ;
    Tay, Eng Guan 
    ;
    Ng, Pak Tee 

    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.

      34  18
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    Building an evidence-based to support teacher growth: A career-long perspective (Phase I).
    (National Institute of Education (Singapore), 2020)
    Low, Ee Ling 
    ;
    Tan, Jocelyn Shi Yah
      255  283
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    From nurturing plants to growing teachers: NIE's history with Professor Lee Sing Kong as Director
    (National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2014)
    Low, Ee Ling 
    ;
    Campbell, Patricia
    ;
    Chew-Ooi, Lian Ping
    ;
    Choy, Zoelyn May San
    ;
    Ho, Hilary
    ;
    Ong, Ying Han
    ;
    Tan, Jolene
    ;
    Wan-Yeoh, Seok Kwan
    The book traces the career of Professor Lee Sing Kong as Director of the National Institute of Education, Singapore, from 2006 to 2014. It focuses on his leadership and how the Institute achieved its vision of becoming a reputable teacher education institute.
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    Building an evidence-base for ITE in NIE: A formative project
    (Office of Education Research, National Institute of Education, Singapore, 2024)
    Low, Ee Ling 
    ;
    Lim, Kam Ming 
    ;
    Tay, Eng Guan 
    ;
    Huan, Vivien Swee Leng 
    The core aim of the project was to initiate a program of research that contributes to the systematic, Institute-level development of a rich and contextualised understanding of the nature, substance and professional impact of student teachers’ learning.
      37  71