Now showing 1 - 10 of 58
  • Publication
    Restricted
    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.

      9  18
  • Publication
    Restricted
    Building an evidence-base for ITE in NIE: A formative project
    (Office of Education Research, National Institute of Education, Singapore, 2024) ; ; ;
    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.
      12  71
  • Publication
    Open Access
    Building an evidence-based to support teacher growth: A career-long perspective (Phase I).
    (National Institute of Education (Singapore), 2020) ;
    Tan, Jocelyn Shi Yah
      232  213
  • Publication
    Open Access
    Building an evidence-base for teacher education: Phase I: Pedagogical characterization of an initial teacher education classroom
    (2014) ; ;
    Hui, Chenri
    ;
    Lin, Jane Huiling
    This study examined the pedagogical practice of an initial teacher education course from the diploma programme in the National Institute of Education and how it contributed to student teachers’ professional growth in terms of pedagogical knowledge and skills, and professional identity as a teacher. This study made use of videographic data of 11 lessons of the course over an entire semester, and end-of-course focus group interviews with the student teachers and the lecturer who conducted the course. The findings have important implications for pedagogical practice in teacher education.
      304  273
  • Publication
    Open Access
    Building an evidence-base for teacher education: A longitudinal and cross-sectional study of the PGDE programmes
    (National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2023) ;
    Goh, Sao-Ee
    ;
    Tan, Jocelyn Shi Yah
      60  53
  • Publication
    Open Access
      170  205
  • 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
    Student teachers' reasons for choosing teaching as a career
    (2005)
    Lim-Teo, Suat Khoh
    ;
    ;
    Ch'ng, Alan
    ;
    Goh, Kim Chuan
    As the sole teacher education institute in Singapore, the National Institute of Education (NIE) prepares all new teachers for teaching in Singapore’s Education System. In the last decade, NIE’s enrolment for initial teacher preparation programmes has grown significantly with peaks in the recession years. There is also some evidence of attrition taking place when beginning teachers complete their bond with the Ministry of Education. It is thus important to determine empirically the reasons why student teachers join the teaching profession. As part of a longitudinal study on beginning teachers’ attitudes towards teaching and professional development, a research survey, the first of three data collections, was administered to whole cohorts of student teachers entering the three main teacher preparation programmes at NIE in July 2004. This paper presents the survey findings on student teachers’ range of reasons for choosing teaching as a career and discusses those differences between cohorts of different programmes.
      156  352
  • Publication
    Open Access
      30  40
  • Publication
    Restricted
    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.
      9  8