Now showing 1 - 10 of 58
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    An exploratory study of beginning teacher mentoring practices in Singapore
    (Office of Education Research, National Institute of Education, Singapore, 2020) ; ;
    Goodwin, A. Lin
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    Goh, Sao-Ee
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    Yeung, Alexander Seeshing
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    Chua-Lim, Yen Ching
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    Sarifah Noor Aini Bte Syed Mahmood
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    Pandian, S. P. Jeyarajadas
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    Cai, Li
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    Hui, Chenri
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    Cheong, Beng Cheong
    This is the fifth in a suite of five projects that aims to establish an evidence-base for the continual review and enhancement of pre-service teacher education and early career teacher professional learning and development within Singapore. Some findings emergent from these projects, especially the recently completed OER 14/13 LEL project, suggested that a supportive and sharing school culture, structured mentoring, and beginning teachers’ (BTs) attitude to learning account for their varying degrees of professional growth. During visits to schools participating in the Instructional Mentoring Programme (IMP), officers from Academy of Singapore Teachers (AST) also sensed that there existed school variations in the implementation of BT mentoring. Therefore, we collaborated with officers from the Ministry of Education (MOE) and AST to research support for and mentoring of BTs in Singapore.
      423  32
  • Publication
    Metadata only
    The future of work in education: Teachers' professional commitment in a changing world
    (2022) ;
    Goh, Sao-Ee
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    Tan, Jocelyn Shi Yah
    In the midst of a changing global societal workplace and landscape, it is natural to hunt for stability. In the educational realm, however, finding stability is about what we can simplify and clarify in order to keep driving a high level of professional commitment by teachers with the goal of producing high teacher-quality outcomes. This article aims to identify the factors that drive teachers’ career-long commitment to their profession. We studied thirty-five primary school teachers across six career stages, from beginning teachers to those close to retirement, to uncover essential conditions, such as a supportive school leadership that helps teachers maintain a career-long commitment to their profession amid a rapidly evolving local and global educational landscape.
      71
  • Publication
    Open Access
    How do teacher affective and cognitive self-concepts predict their willingness to teach challenging students?
    (Edith Cowan University, 2019) ; ;
    Hui, Chenri
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    Cai, Li
    Building on and extending earlier research on student self-concepts and studies investigating teachers working with students with social, emotional, or behavioural difficulties, disorders, or disturbance, this longitudinal study examined teacher self-concepts in relation to their willingness to teach challenging students in mainstream classrooms. In the current study, “challenging students” refer to those who may pose a challenge to the teacher, either behaviourally or academically. Statistical measures included analysis of variance, correlation analysis, path analysis, and commonality analysis. Survey data collected from 108 participants at three different time points consistently showed that affective self-concept was a stronger predictor than cognitive self-concept of teachers’ willingness to teach challenging students. This study affirms and extends self-concept research by showing that the affective dimension of teacher self-concept is a better predictor of choice indicators than the cognitive dimension. The study also highlights the importance of developing and sustaining a strong sense of professional enjoyment for teachers in facing challenging teaching environments.
      310  203
  • Publication
    Open Access
      28  32
  • Publication
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    IELTS and its correlation with teachers' communicative competence
    (2009)
    Chong, Sylvia
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    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].
      212  43
  • Publication
    Open Access
    Motivation, competence, and confidence to teach: An exploratory study of the impact of an initial teacher preparation (ITP) programme on beginning primary school teachers
    (2008)
    Lim-Teo, Suat Khoh
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    Wong, Angela F. L.
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    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.
      498  995
  • Publication
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    Building an evidence-base for teacher education: Phase I
    (Office of Education Research, National Institute of Education, Singapore, 2024) ; ; ;
    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.
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