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Ng, Pak Tee
- PublicationRestrictedBuilding an evidence-base for teacher education: Phase I(Office of Education Research, National Institute of Education, Singapore, 2024)
; ; ; Selim Ben SaidThe 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 - PublicationRestrictedBuilding an evidence-base to support teacher growth: A career-long perspective (Phase I)(Office of Education Research, National Institute of Education, Singapore, 2024)
; ; 66 8 - PublicationRestrictedBuilding 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.
34 18 - PublicationOpen Access
136 183 - PublicationOpen AccessExamining e-learning in schools through the Organisational Change Model(2003)
; ; In the Singapore education system, e-learning is fast becoming the next frontier for schools. E-learning has the potential to add great value to education, allowing modes of learning that have never been possible in the traditional classroom context. However, before we hail e-learning as the definitive step forward in education and plunge headlong into it, educators have to understand e-learning and its implications in school leadership, management,curriculum, resources and pedagogy. While a well thought through approach will bring great gains to a school, blindly plunging into it may bring great pains because the process of change can be fraught with subtle pitfalls. Using the Organisational Change Model, this article provides a framework for schools to systemically and systematically consider the issues related to the implementation of e-learning in schools and the process of change. It argues that school leaders should consider the goals, business, culture, processes, and enablers(working tools) seamlessly and coherently in order that e-learning could be anchored in the school to bring real sustainable benefits.138 382 - PublicationOpen AccessIncremental beliefs of ability, achievement emotions, and learning of Singapore studentsThis study investigated the relationships of students’ incremental beliefs of math ability to their achievement emotions, classroom engagement, and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom, and anxiety, as well as math classroom attention and disruption. In addition, students’ end-of-year math achievement scores were collected from school records. The hypothesized mediation model was supported in structural equation modeling analysis. Incremental beliefs of math ability were associated positively with math enjoyment and pride, and negatively with math boredom and anxiety. Achievement emotions fully mediated the relationships of incremental beliefs of math ability to classroom engagement and math achievement. Incremental beliefs of math ability were associated positively with classroom attention through math enjoyment and pride, negatively with classroom disruption through math anxiety, and positively with math achievement through the two outcome-related emotions, math pride and anxiety. The findings and implications are discussed in the academic context of Singapore.
WOS© Citations 10Scopus© Citations 42 172 847 - PublicationOpen AccessBuilding an evidence-base for teacher education: Phase I: Pedagogical characterization of an initial teacher education classroom(2014)
; ; 326 340 - PublicationOpen Access
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