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Oon-Seng Tan · Woon-Chia Liu Ee-Ling Low Editors

Teacher Education in the 21st Century

Singapore’s Evolution and Innovation

TeacherEducationinthe21stCentury

Oon-SengTan •

Ee-LingLow

Editors

TeacherEducation inthe21stCentury

Singapore’sEvolutionandInnovation

Editors

Oon-SengTan

NationalInstituteofEducation

NanyangTechnologicalUniversity

Singapore Singapore

Woon-ChiaLiu

NationalInstituteofEducation

NanyangTechnologicalUniversity

Singapore Singapore

Ee-LingLow

NationalInstituteofEducation

NanyangTechnologicalUniversity

Singapore Singapore

ISBN978-981-10-3384-1ISBN978-981-10-3386-5(eBook) DOI10.1007/978-981-10-3386-5

LibraryofCongressControlNumber:2016961265

© SpringerNatureSingaporePteLtd.2017

Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpart ofthematerialisconcerned,specificallytherightsoftranslation,reprinting,reuseofillustrations, recitation,broadcasting,reproductiononmicrofilmsorinanyotherphysicalway,andtransmission orinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilar methodologynowknownorhereafterdeveloped.

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Foreword

Ourworldischangingatlightningspeed.Itwillcontinuetochangeonaglobal scaleevenifweasindividualsorlocalcommunitiesdonot.Whatarewedoingto helptodirectallofthechange technological,demographic,andcultural thatis happeningaroundus?Whatcanbedonetohelparisinggenerationtomeetnotonly thedemandsofthetimetheynowlivein,butalsothetimetheywillhavetolivein foryearstocome?

Oneincreasingfocusofinternationalattentioninregardtothesequestionsisthe Singaporeeducationsystem.Thisisasystemthathassurprisedeveryonewithits meteoricriseininternationalrankings.Italsoisasystemthatavoidsfashionable shibbolethsthatcontendthatthestartingpointforeducationalreflectionsshouldbe theindividualchildandhisorhermomentarypassions.Suchaperspectivewill alwaysfailtograspthedynamicsocietalcontextinitsevolvingtotality.Instead, oneneedstobeginwiththeadultswithprofessionalexpertisewhoaremostdedicatedtothetruepurposesandaimsofeducationtonurtureandreleasetalentwith thegoalofimprovingthehumancondition.Suchastancerequiresthateducational professionstaketheirvocationseriouslyanddonotdisplacethetimelessdemands oftheircallingontoindividualpupilsorthemostcacophonouspolicyconcernsofa givenmoment.Thesetendtoshiftfrommonthtomonthandfromyeartoyear.In anageofinstantnotorietyfollowedbyInternetoblivion, “presentism” orshort-term thinkingmustbeanathematicforallseriouseducators.Weneedinsteadtheconcertedeffortsofacommunityofprofessionalsallworkingtogetherwithknowledge ofthelearningsciencesandlong-termsocietalrequirementsinsupportofthe commongood.InSingapore,thisindispensableworkisdoneattheNational InstituteofEducation(NIE),theonlyteachereducationinstituteinthecountry.

Thereisagrowingconsensusaroundtheworldamongpolicymakers,internationalconsultancies,andindependentscholars,thatnoothereducationsystemis tiedtogetherwithsuchinterdependentsynergiesastheSingaporesystem.While someofthisisduetothesmallsizeofSingapore,anover-emphasisonthesingular natureofthiscitystatewouldmissoutonkeydesignprinciplesthatundergirdthe system.TheMinistryofEducation,theNIE,andtheschoolsareinextricablylinked

aspartofboldvisionandconsequentialimplementation.Anisolatedactionfrom anypartofthesystemwillhavesignifi cantimpactonthewholeentity.Thisisa systemwhere “synergy”—theancientideathatthewholeismorethanthesumof itsparts isnotasloganbutalivedreality.

Toattainthisstatus,Singapore’ssystemneedstobeopentocontinuous improvement.NotonlydoesNIErespondtotheMinistry’spolicychanges,butit alsoconstantlyreviewsitselftofurtherimproveinstruction,curriculum,and assessment.In2009,theNIElaunchedanewTeacherEducationModelforthe Twenty-FirstCentury(TE21).Asdescribedbytheeditorsofthisbook,theTE21 Model “encompassescurriculumimprovementsthataligntonewcompetencies; valuesdevelopmentthatre-envisionsteacherprofessionalismandcalling;pedagogicalchangesthatemphasiseself-directedinquiryandtechnology-enabled learning;andatheory–practicenexusthatstrengthensandenhancesteaching practicesthroughschoolpartnershipsandmentoring”.Themodellookstothe future firstandforemost,replacing “presentism” withanunderstandingofthe gravityofthenatureofthechallengesthatawaityoungSingaporeans.Thisbook describeshowthekeyfacetsofthemodelhavecometopermeatetheNIE.It describeshowitsfeatureshavebeendisseminatedthroughoutthenation’sschools.

ThebookstartsoffbyhighlightingthewaythatSingaporeasasystemnurtures itsteachers.Singaporerecruitsitsteachersfromthebestofeachcohort.Itprovides forthestudentteachersduringthepreparationyears,offersexcellentcareerpathways,andsupportsteachersthroughouttheircareers.Few,ifany,nationsdevote suchresourceswithconsistencyandreliabilitytotheteachingprofession. Singaporedoesnottakethe “teacherfactor” forgranted.Itmarshallstheverybest materialandpersonneltoensurethatstudentteachersstartoffwell.

Goingbeyondthis,theNIEconstantlyreviewsitswaysofteaching. Underpinnedbyastrongteachereducationphilosophy,theNIEfocuseson learners,nourishesastrongsenseofteacheridentity,andcontributestothelarger professionalcommunityatthecentre.Schoolsubjects,suchasscience,mathematicsandgeography,arehighlightedheretoshowhowtheprofessionallearning anddevelopmentofstudentteacherstobemastersoftheirsubjectsisbeing undertakentodayattheNIE.Theinnovativepedagogies,well-designedcurricula, andage-appropriateassessmentsenableSingaporestudentstoplaceatornearthe topofinternationalbenchmarkingexercises,suchasTIMSSandPISA.Ultimately, itisabouthowthesesubjectshelpstudentteacherstomakeanimpactontheir students’ lives,allowingtheseyounglearnerstocontributetosocietyandengage withtheworldaroundthem,ratherthanonlytheexaminationpapersbeforethem.

TheNIEisdevelopingteachersthroughprogrammesandactivitiesoutsideofthe academicsphere.Theseincludelearningportfolios,practicumplacements,opportunitiestobementoredbyseniorpractisingteachers,servicelearning,andprofessionaldevelopment.Developingprofessionalscannotstopwhenstudentteachers graduatefromtheNIE.TheprofessionaldevelopmentstartsattheNIEandcontinueswellintotheteachers’ careers.Continuous,challenginglearningmustbethe hallmarkofeducationforyearstocomeifwearetoaddressourplanet ’smost perniciousandhithertointractableproblems.

Teachereducationinthetwenty- firstcenturycannotbejustaboutteacher training.Itmustbeaboutdevelopingprofessionalleadersinthe fieldofeducation, whoareproactiveproblem-solversandempoweredresearchers.Itmustbeabouta long-termvisionofeducationandaninventiveapproachtodevelopteacherswith designskillsandaninquiringmindsetinunderstandingthewholelearnerinthe fast-changingdigitalandmobileworld.Teachereducationhastobedynamic.It cannotbe fixatedwithstudentoutcomesbasedprimarilyonalimitedsetofmeasuresandattributionofstudentachievements.Teachereducationisthestarting pointtohelpingourchildrenmeettheworldofanewmillennium.Thisvolumesets thestageforthenextphaseofteachereducationinSingaporeandaroundtheworld.

1TeacherEducationFutures:InnovatingPolicy,Curriculum andPractices 1 Oon-SengTan,Woon-ChiaLiuandEe-LingLow

2TeacherEducationPolicy:Recruitment,Preparation andProgression 11 Ee-LingLowandOon-SengTan

3ChampioningtheTeacherFactor ............................ 33 Oon-SengTanandWoon-ChiaLiu

4UnderpinningPhilosophyofTeacherEducation inSingapore:AValues-DrivenParadigm ..................... 45 Oon-SengTan,Ee-LingLowandJasmineB.-Y.Sim

5NurturingTwenty-FirstCenturyEducators:AnEPIIC Perspective 59 BeeLengChuaandStefanieChye

6InFocus:TheRoleofEducationStudies inTeacherEducation 77 KamMingLimandVivienSweeLengHuan

7PreparingMathematicsTeachersinSingapore:TheIssue ofMathematicsContentKnowledge .......................... 107 EngGuanTay,SuatKhohLimandWengKinHo

8ScienceTeacherEducationfortheChangingLandscape ......... 133 JonSienDarrenWong,KimChweeDanielTan,YewJinLee andTuckLeeAugustineTan

9ReconceptualisingExperientialLearninginthePre-service GeographyFieldworkModule 155 GeokChinIvyTan

10DevelopingThinkingTeachersThroughLearningPortfolios ..... 173 Woon-ChiaLiu,CarolineKohandBeeLengChua

11RedesigningandReconceptualisingofFieldExperience forTeacherAccreditation 193 Woon-ChiaLiu,GeokChinIvyTanandAngelaF.L.Wong

12MentoringandSchoolPartnerships

LayHoonJessiePngandWoon-ChiaLiu

13BuildingCharacterandCitizenshipThroughServiceLearning

VilmaD’Rozario,Soo-YinTanandAvaPatriciaC.Avila

14NIELearningSpace:PhysicalandVirtualLearning Environment ............................................

ShantiDivaharan,PhilipWongandAshleyTan

15TeacherLearningandDevelopmentAcrosstheContinuum: Pre-servicetoIn-Service ...................................

PakTeeNgandEe-LingLow

16QualityAssuranceinTeacherEducationinSingapore

MaureenFrancesNeihartandLeeLing

17RidingTowardstheFuture

Oon-SengTan,Woon-ChiaLiuandEe-LingLow

Chapter1

TeacherEducationFutures:Innovating Policy,CurriculumandPractices

1.1Introduction

Thetwenty-fi rstcenturyisatimeofrapidchangesinanincreasinglydiverseand complexworld.Theadventofsocialmediaandmobilelearningmeansthatweare livinginanincreasinglyinterconnectedandmedia-saturatedsociety.Itisdifficultto predicthowtheworldwilllooklikeinthenextdecade,yetteachersneedtoprepare theirstudentstomeetthechallengesoftheglobalworkplaceandsocietyinthenew millennium.Studentswillneedtograpplewithnewtechnologiesandchanging globalandsocietalstructures.Theywillalsobefacingmanyemergingandcomplex,socialandenvironmentalissuesthatarecurrentlyunfathomableandtherefore almostimpossibletopredict.

Educationhastomeetcurrentneedswhileanticipatingemergingtrendsand challengesforthefuture.Schoolswillneedtooperatewithdifferentparadigmsof learning.Teachersasthemostinfluentialschoolfactorinpreparingstudentsneedto beequippedwithnewcompetencies.Weneedgreatercapacitiestothinkinmultiple ways;solvenovelproblems;learnhowtolearn,unlearnandevenre-learnnew concepts;communicateusingdifferentmodalities;andworkcollaboratively.

O.-S.Tan

Director ’sOffice,NationalInstituteofEducation,1NanyangAvenue, Singapore637616,Singapore e-mail:oonseng.tan@nie.edu.sg

W.-C.Liu

OfficeofTeacherEducation,NationalInstituteofEducation, 1NanyangAvenue,Singapore637616,Singapore e-mail:woonchia.liu@nie.edu.sg

E.-L.Low(&)

OfficeofStrategicPlanningandAcademicQuality,NationalInstituteofEducation, 1NanyangAvenue,Singapore637616,Singapore e-mail:eeling.low@nie.edu.sg

© SpringerNatureSingaporePteLtd.2017

O.-S.Tanetal.(eds.), TeacherEducationinthe21stCentury, DOI10.1007/978-981-10-3386-5_1

Weneedtoreflectonourroles,thinksystematicallyaboutourownpractices,draw onresearchtodeepenourunderstanding,andadaptourteachinginwaysthatmost effectivelysupportstudentlearning.

Teachereducationinthetwenty- firstcenturyisnotaboutteachertraining.Itis aboutdevelopingprofessionalleadersinthe fieldofeducationwhoareproactive problem-solversandempoweredresearchers.ItisSingapore’slong-haulvisionof educationandaninventiveapproachtoevolvethepracticetodevelopteacherswith designskillsandaninquiringmindsetinunderstandingthewholelearnerinthe fast-changingdigitalandmobileworld.Teachereducationhastobepluggedintoa dynamicsystemandbefuture-oriented.Itcannotbe fixatedwithstudentoutcomes basedprimarilyonalimitedsetofmeasuresandattributionofstudent achievements.

ThisbooklooksatSingapore’sevolutionandinnovationofteachereducationin thetwenty- firstcentury.ItwillcoverteachereducationreformsinSingapore, speci ficallytheexperienceinconceptualisingandimplementingtheNational InstituteofEducation’s(NIE)TeacherEducationModelfortheTwenty-First Century(TE21;NIE 2009),whichincludescurriculumimprovementsthatalignto newcompetencies;valuesdevelopmentthatre-envisionsteacherprofessionalism andcalling;pedagogicalchangesthatlinkagestrengthensandenhancesteaching practicesthroughschoolpartnershipsandmentoring.Thebookwillconcludeby discussinghowteachereducationresearch,especiallyinareassuchasassessment andthedevelopmentofteachingcompetencies,practicesandmentoring,pointto thepossibilitiesofteachersimpactingstudentlearninganddevelopment,and underlinethepromisingfurtherenhancementsthataremadetoSingapore’steacher educationmodel.Thisbookismeantfornotonlyscholars,researchers,policymakers,teachereducatorsbutalsoforteachersandanyoneinterestedin findingout thelatestthinkingandphilosophybehindSingapore’suniqueTE21 modelforthe twenty- firstcenturyandbeyond.

1.2TeachingandLearningintheTwenty-FirstCentury

“Learningwithoutthoughtmeanslabourlost;thoughtwithoutlearningisperilous” (Confucius, Analects II:15).Thelatterpartoftheproverbisespeciallypoignantas wethinkofwhatisneededforthetwenty- firstcenturyeducationlandscapethatis filledwithuncertainties.Singaporeneedstokeepthinkingandlearningwhatis neededforthefuture,evenifitisnowbeinglookeduptobymanyasbeing educationallyhigh-performing.Aroundtheworld,peopleaskwhatknowledgeand skillsaremostimportantfortheincreasinglydiverse,interconnected,globalised learningenvironmentandinnovation-orientedsocietiesofthetwenty- firstcentury. Thegoalsofeducationcannolongersimplybetoprovideliteracyskillstostudents. Thepurposeofschoolhastakenabigleap,interweavingteaching,learningand

1TeacherEducationFutures:InnovatingPolicy,CurriculumandPractices3

preparationforthefuturetogether.Assuch,schoolswillneedtooperatewith differentparadigmsoflearning.Schoolsmustteachdisciplinaryknowledge,in waysthatalsohelpstudentslearnhowtolearnsothattheycanuseknowledgein newsituationsandmanagethedemandsofchanginginformation,technologies, jobsandsocialconditions(Darling-HammondandAdamson 2010).

Asaconsequence,teachers,asthemostinfluentialandpivotalfactorofeducationalsuccess,needtobeequippedwithnewcompetencies.Inthelasttwo decades,manygovernmentshavepaidincreasingattentiontotherecruitment, preparationandretentionofteachers.Teacherqualityhasbecomeasignificant policyissue.AsOECD(2005)putintheirreport TeachersMatter:

Allcountriesareseekingtoimprovetheirschoolsandtorespondbettertohighersocialand economicexpectations.Asthemostsignificantandcostlyresourceinschools,teachersare centraltoschoolimprovementefforts.Improvingtheefficiencyandequityofschooling depends,inlargemeasure,onensuringthatcompetentpeoplewanttoworkasteachers, theirteachingisofhighqualityandthatallstudentshaveaccesstohighqualityteaching. (p.1)

Teachersneedgreatercapacitiestothinkinmultipleways;solvenovelproblems;learnhowtolearn,unlearnandre-learn;communicatewithmultiple modalities;andworkeffectivelyincollaborationwithothers.Teachereducationin thetwenty-firstcenturymustbedynamicandfuture-oriented.Theissuesofteacher educationreformsaremultifacetedrangingfrommacro-policyproblemsto micro-levelchallengespertainingtothedesignofpractices.

Sincethelaunchofthegovernment’sinitiative, ThinkingSchools,Learning Nation (TSLN)in1997,educationpolicyinSingaporehasemphasisedavisionof “anationofthinkingandcommittedcitizenscapableofmeetingthechallengesof thefuture,andaneducationsystemgearedtotheneedsofthetwenty-fi rstcentury” (MOE 2008).Inaddition,thenEducationMinisterTharmanShanmugaratnam (2005,citedinNg 2008)noted:

Weneedlessdependenceonrotelearning,repetitivetestsanda “onesize fitsall” typeof instruction,andmoreonengagedlearning,discoverythroughexperiences,differentiated teaching,thelearningoflife-longskills,andthebuildingofcharacter,sothatstudents can…developtheattributes,mind-sets,characterandvaluesforfuturesuccess.

Morethanjusttocatertotheincreasingdemandsoftwenty-firstcentury learning,NIEisSingapore’seducationinnovationthink-tank.Withitspartners,the MinistryofEducation(MOE)andschools,NIEishelpingshapethefutureof education.Thisbookhasbeenputtogethertoexaminehowteachereducation programmesarebeingimplementedandcontinuouslyimprovedatNIE.Thepapers revealtheholisticandcomprehensiveapproachofNIE’sphilosophy.Theyprovide substantialevidencethatforteachereducationprogrammestobeeffective,policy goalsmustbecongruenttomeetnationalandsocietalneedsofthepresentand future.

1.3QualityTeachersMakeaQualitySystem

Researchhasshownthatteacherqualityisoneofthefactorsthataffecttheoverall educationalperformanceofacountry.LowandTanestablishinChap. 2 how Singaporerecruitsandpreparesitsteachers,givingabackgroundonthecountry’s uniqueeducationsystemwhichconsistsofahighlyintegratedtripartiterelationship betweenMOE,NIEandschools.Theauthorsgoin-depthintovariousteacher educationpathwaysdesignedtoensurethateachteacherprogressesaccordingto eachindividual’spotential.TheyalsoexploreNIEframeworksandmodels,suchas TE21,V3SKandGraduandTeacherCompetencies(GTCs),thathelpguideateacherfromlifeasastudentteachertolifeasaprofessional.Theseframeworksand modelsarealignedwithMOE’sTeacherGrowthModel(TGM).

Likewise,inChap. 3,TanandLiuexaminehowtheteacherfactorisenhanced throughNIE’steachereducationprogrammestoensurethatteachersarehighly skilled,wellresourcedandmotivatedtoperformtheirbest.Furthermore,thechapter highlightsSingapore’ssustainedcommitmentinelevatingteacherstatusandsymbol inSingapore’ssociety,heighteningteachercommitmentandcompetency,and enhancingteacherprofessionalismbygivingteachersavoiceandautonomy.

1.4AHolisticTeacherEducation

Teachersareexpectednotonlytohavetheknowledgeandcompetencetoteach wellbutalsoneedtohaveastrongcommitmentandpassiontotheprofessionandto thestudents(Darling-Hammond 2001).Howthencanthisbeensured?For Singapore,itstartswithavalue-drivenparadigmtostrengthenaholisticeducation. InChap. 4,Tan,LowandSimemphasisethatvalues,skillsandknowledgeare whatunderpinsteachereducationinSingaporethroughitsstudent-centrededucationmodel.Theauthorsarguethatvaluescanbebothcaughtandtaughtas expressedthroughtheservicelearningprogrammesandvalueseducationcourses thatNIEoffers(fortheservicelearningprogrammes,seeChap. 3 fortheMeranti Project,andChap. 13 fortheGroupEndeavoursinServiceLearning[GESL]and theYouthExpeditionProject[YEP]).

InChap. 5,ChuaandChyepresenttheEPIIC(Experiential,Participatory, Inquiry-based,Image-richandConnected)FrameworkthatisusedinNIE’s classrooms.TheauthorsbestsummarisetheimportanceofEPIICas “Embeddedin theEPIIClearningenvironmentareopportunitiesforstudentsteacherstobeactive inresearchandinquiryandtorideontechnologiestoconnectwithresourcesof informationandknowledgeacrossdisciplines.” Thisensuresthatteachersof tomorrowarealwaysrelevantandresponsivetothetimesathand.Itisincreasingly recognisedthatteachereducatorsnowneedtonurtureaspiringteacherstobe self-directedlearners,activecollaboratorsandmetacognitivereflectivepractitioners withadvancedpedagogies.

1.4.1PedagogyandUnderstandingLearners

Teachersneedtodevelopnotonlycontentandpedagogicalmastery,butalsothe masteryofunderstandingtheirlearnersandfacilitatingtheirlearning.Chapter 6 describestheroleoftheEducationStudies(ES)modulesbeingofferedatNIE.The mandatoryEScorecoursesofferedinpre-serviceprogrammesare:Educational Psychology:TheoriesandApplicationsforLearningandTeaching(EP);Teaching andManagingLearnersattheprimary/secondary/juniorcollegelevels(TM);ICT forMeaningfulLearning(ICT);theSocialContextofTeachingandLearning(SC); CharacterandCitizenshipEducation(CCE);andAssessment.Buildingonone anotherthroughdifferentperspectives,thesecorecoursesaredesignedtoaddress fourmainquestionsthatwouldhelpstudentteachersunderstandthefundamental theoriesandconceptsofteachingandlearning:

• Whoareyouasateacherinschoolandsociety?

• Whoareyourlearnersandhowdotheylearn?

• Howdoyouteachyourlearners?

• Howdoyoumanagethelearningenvironment?

Astrongknowledge-basedfoundationforprofessionallearningisneededfor beginningteacherstoaidtheminrespondingtotheincreasinglycomplexand challengingworkofteaching.Tothis,LimandHuanarguethatEScoursescan prepareteacherstoreflecton,developandsustainapersonalteachingandlearning philosophy,whicharesupportedbytheV3SKModel.Studentteachersexamine andexplorethesetopicsduringtheirpracticumandservicelearningperiods. Ultimately,studentteacherswillbecomeknowledgeable,skilful, flexibleand compassionatemembersoftheteachingprofession.

1.4.2SubjectMatters

NIEpreparesteacherstoteachacrossallsubjectsinSingapore’sschools.Thisbook will,however,onlycoverthreesubjects,namelyMathematics,Scienceand Geography.

Tay,Lim,HoandTohnoteinChap. 7 thatMathematicsteachersmustbe equippedwithMathematicscontentknowledgeandMathematicspedagogical contentknowledge.Theauthorsexaminetheliteratureregardingtherelationship betweenthetwoandfocusonthelessunderstoodMathematicscontentknowledge. Theauthorsinterestinglynotethatitisimportantforteacherstobeawarethat mathematicscontentitselfneedstoberelevanttotheirimmediateteachingneeds. Tobringthisabout,NIEconceptualisedtheSchoolMathematicsMasteryTest (SMMT)whichservestomotivateprospectiveteacherstoacquirethemasteryof thesubject. 1TeacherEducationFutures:InnovatingPolicy,CurriculumandPractices5

Chapter 8 discussestheprofessionallearninganddevelopmentofScience teacherstomeetthechangesintheSciencecurricula,especiallyinareasofscientifi cliteracyandthedevelopmentoftheteachers’ pedagogicalcontentknowledge.Toillustratefurther,Wong,Tan,LeeandTanhighlighttheuseofcasestudies andsnapshotsfrominitialteacherpreparationprogrammesandpracticum.They alsolookintocontinuingteacherprofessionaldevelopmentthroughlearning communitiesandnetworks.Throughtheseinitiatives,teachersshouldnotonly teachhowSciencecontributestotheadvancementsociety,butalsohowitcanbe usedindecision-makinginbothsocio-scientifi candeverydayissues.

Scholarshavecontinuallydocumentedtheimportanceandeffectivenessof Geographyeducationininvigoratingthecognitiveandaffectivedomainsofstudents.Fromherpreviousanalysisonthereflectionsofstudentteachers,Tan(2012) revealedthatmanypresent-dayteachershadminimalorno fieldworkexperiencesat theirsecondaryschoolsorjuniorcolleges,andNIEseekstoimprovethissituation. InChap. 9,Tanlistsnineguidingprinciplesfortheinquiry-based fieldwork module.Shealsodocumentshowstudentteachersperceive fieldworkanddescribes howthecourseservesasahighlyimportanttransitionalspacewherestudent teachers,throughexperientiallearning,acquirethenecessaryGeographypedagogicalcontentknowledgeskillsaswellasthepsychologicalreadinessinplanning andimplementing fieldworkforwhentheyareinschools.Thistransitionhasa powerfuleffectinalteringone’sperspectiveandbetterinformsthestudentteachers onwhatisrequiredinthe fi eldofteaching.

1.4.3PracticumandMentoring

Ashighlightedinotherchapters,twenty- firstcenturyteachereducationatNIEaims toprepareteacherswhoareabletothinkincontextandareadeptinskilful, reflectiveandinnovativeteaching(Tanetal. 2012).Itisessentialforteacherstobe abletosystematicallyreflect,thinkandcontinuouslyendeavourtostrengthentheir competenciessotheycanprovideeffectiveteachingandlearningtotheirstudents. Morethanjustbeingtransmitterofknowledge,twenty-firstcenturyteachershaveto alsoevolveintocreativethinkersandresearchers.NIEdevelopedthee-Portfolioto provideaplatformforstudentteacherstobeautonomouslearners,thinkingteachers andreflectivepractitioners.HowthiswasconceptualisedisdetailedinChap. 10, whereLiu,KohandChuadescribehowthee-Portfolioinitiativeopensanopportunityforstudentteacherstoarticulatetheirteachingphilosophy,sharestheir reflectionsandunderstandingoftheircompleteroleasteachers.Notonlyisthe e-PortfolioembeddedwithintheProfessionalPracticeandInquirycoursefor concreteapplication,itcanalsobeusedinthestudentteacher ’sprofessionallife. Thisgivesthemanopportunitytoclaimownershipofboththeirlearningand professionaldevelopment.

Supportingtheautonomousthinkingteacherframework,Chap. 11 exploresthe practicumcomponentatNIEunderscoringthe fivekeytenetsthatcontributetothe

successofstudentteachingandclinicalexperiences.Theseclinicalexperiences, alongwithreflection,allowstudentteacherstonurturetheabilitytoconsolidate thinkingandaction.NIE’senhancedpracticummodelusesfocusedconversations asawaytodeepeninquiryandreinforcetheory–practicerelationship.Liu,Tanand Wongalsoaccentuatedtheimportantrolesschoolcoordinatingmentors(SCMs) andcooperatingteachers(CTs)playinthedevelopmentofstudentteachers’ learningduringpracticum.

Chapter 12 looksatthementoringclimateinSingaporeschoolsspearheadedby MOEandtheAcademyofSingaporeTeachers(AST)andwhichNIEhelped conceptualised.PngandLiufocusonthesignifi canceofmentoringandtherolesof mentorsinrelationtostudentteachersastheformerguidesthelatter ’spracticumin schools.Usingthee-Portfoliomakesiteasyformentorsandtheinstitutetoseea mentee’sholisticdevelopment.AlsohighlightedinthechapteristhestrongpartnershipbetweenNIEandtheschoolsinordertomakethementoringframework work.Thedrivingforceofthisinitiativeistoprovide “purposefulmentoring.” TheNIEmentoringframeworkhasgonebeyondthetransitionalandtransitional paradigmsasSCMsandCTsbecomeco-learnersandco-inquirers.Menteesbenefit fromthementor ’sexperience,andthismayevenaddtothementor ’sownprofessionaldevelopment.

1.4.4CommunityandNewLearningSpaces

Post-Singaporeindependenceendeavourstohaveacharactereducationthatis concentratedonnation-building.Thisisemphasisedinvariousnationalinitiatives andsyllabi,suchasSocialStudies,CivicsandMoralEducation,andNational Education.Chapter 13 talksaboutbuildingcharacterandcitizenshipthroughservicelearning,whereD’Rozario,TanandAvilahighlighttwoservicelearning programmesofferedinNIE’spre-serviceteachereducation.First,theGroup EndeavoursinServiceLearning(GESL)isaprogrammewhichgivesstudent teacherstheopportunitytoengagewiththelocalcommunity.Inreturn,thecommunitybecomestheir “teacher” andtheirlearningenvironment.Second,theYouth ExpeditionProject(YEP)isavoluntaryservicelearningprogrammeofferedto studentteacherswhowanttoserveinoverseascommunities.Bothprogrammesare basedonNIE’sV3SKFrameworkandMOE’sTwenty-FirstCenturyCompetencies andStudentOutcome(21stCC)Framework(MOE 2016).Thechaptershowsthe reflectionsofsomestudentteacherswhohavegonetheseexperiences.

Inaccordancetothechanginglandscapesofholisticlearning,NIEembracesthe needtoredesignactivitiesandpedagogytosupportstudent-centredlearning. Divaharan,WongandTaninChap. 14 describehowNIEstrivestopushinitiatives thatchangethelearningspacesandmakeuseoftechnologyforstudentstothink critically,becreativeandconstructtheirownlearning.Inrecentyears,NIEhas createdcollaborativelearningspacestoenhancethelearningexperiencesofstudent

teachers.Theauthorslookintohowdigitallearningspaces,NIE’sclassroomsand eventheNIELibraryweretransformedtosupportthissortoflearning.

1.4.5ProfessionalDevelopment

Consistentwiththeaimofprovidingqualityteachereducationdescribedinpreviouschapters,Chap. 15 describesprofessionaldevelopmentopportunitiesfor teachers.NgandLowexplainthatNIEprovidesbothpre-serviceteachereducation andin-serviceprofessionaldevelopmenttoallteachersandschoolleadersfromthe primaryandsecondaryschoolstothejuniorcolleges.NIE’spre-serviceeducation programmesincludea4-yearundergraduatedegreeprogrammeanda1-year post-graduateprogramme.In-serviceeducationincludespost-graduatemastersand doctorateprogrammes,leadershipandmanagementprogrammes,andregular coursesandseminars.Thesystemacknowledgesthatmoreopportunitiesforinitial andcontinuingprofessionaldevelopmentareneededtobeabletoprovidethe high-qualityteachersitneeds.AlongwithAST,NIEhelpsteachersingainingnew knowledgeandskillsastheyadvanceintheircareer.

Severalprocesseshavebeenestablishedtoassessthequalityofteachersproduced byNIE.Theseprocessesaredesignedforself-improvementandaccountability purposes.InChap. 16,NeibartandLeediscussthecomprehensiveevaluationsystemofNIE’spre-serviceandin-serviceprogrammesandhighlightrecentinnovative effortstocollectauthenticperformancedatathatpromotesstudents’ professional practiceandprovidesvaluableinformationthatfeedintothestrategicadvancement ofNIEasaninstitute.InChap. 17,Tan,LiuandLowlooktowardsthefutureand envisagehowNIEisstrivingtokeeprelevanttotheneedsofthesociety,education system,teachersandstudents.

1.5Summary

Overall,thisbookaimstofocusonSingapore’sperspectivesonteachereducation inthetwenty- firstcentury.Theacknowledgementoftheimportanceofashared educationalpurpose,qualityteachers,attentiontostudentneeds,parentandcommunityinvolvement,andcareerandself-interestexplorationarehallmarksofa successfultwenty- firstcenturyeducation(Kaufman 2013).Withglobalisationand therapidprogressionoftechnology,theinfluxofinformationisabundant.Itisthus importantforteachersandstudentstorecognisewhatkindofinformationmatters, whyitmattersandhowtocombineitwithotherinformation(Silva 2008).Even more,NIEseeshowqualitylearningthatcomeswithdeepthinkingproducesgain andhowdeepthinkingwithgoodlearningcancreateagoodandstablefuture.

References

Darling-Hammond,L.(2001). Therighttolearn:Ablueprintforcreatingschoolsthatwork.San Francisco,CA:Wiley.

Darling-Hammond,L.,&Adamson,F.(2010). Beyondbasicskills:Theroleofperformance assessmentinachieving21stcenturystandardsoflearning.Stanford,CA:StanfordUniversity, StanfordCentreforOpportunityPolicy.inEducation. Kaufman,K.J.(2013).21waysto21stcenturyskills:Whystudentsneedthemandideasfor practicalimplementation. KappaDelta,49, 78–83. MinistryofEducation(MOE).(2008). Visionandmissionstatement.Retrievedfrom http://www. moe.gov.sg/about MinistryofEducation(MOE).(2016). 21stcenturycompetenciesandstudentoutcomes framework.Retrievedfrom https://www.moe.gov.sg/education/education-system/21stcentury-competencies NationalInstituteofEducation(NIE).(2009). TE21:Ateachereducationmodelforthe21st century.Singapore:Author.Retrievedfrom http://www.nie.edu.sg/docs/default-source/te21_ docs/te21-online-version updated.pdf?sfvrsn=2

Ng,P.T.(2008).EducationalreforminSingapore:Fromquantitytoquality. Educational ResearchforPolicyandPractice,7(1),5–15. OECD.(2005). Teachermatters:Attracting,developing,andretainingeffectiveteachers.Paris, France:Author.

Tan,G.C.I.(2012).Geographystudentteachers’ reflectionsof fieldworkintheinitialteacher training fieldworkmoduleinSingapore.InG.C.Falk,H.Haubrich,M.Muller,Y.Schleicher, &S.Reinfried(Eds.), Experienced-basedgeographylearning,IGU-CGE2012symposium proceedings.Germany:UniversityofEducation,Frieburg.

Tan,O.S.,Liu,W.C.,&Low,E.L.(2012).Educationalreformsandteachereducation innovationsinSingapore.InO.S.Tan(Ed.), Teachereducationfrontiers:International perspectivesonpolicyandpracticeforbuildingnewteachercompetencies (pp.71–91). Singapore:CengageLearningAsia.

Shanmugaratnam,T.(2005).SpeechbyMrTharmanShanmugaratnamattheMinistryof EducationWorkPlanSeminar2005.Retrievedfrom https://www.moe.gov.sg/media/speeches/ 2005/sp20050922.htm

Silva,E.(2008). Measuringtheskillsofthe21stcentury.Washington,DC:EducationSector.

Chapter2

TeacherEducationPolicy:Recruitment, PreparationandProgression

Ee-LingLowandOon-SengTan

2.1Introduction

Despitethesmallgeographicalsizeofthenation,theSingaporeeconomyisoneof themostprosperousintheworld.Notonlydoesitrankasthebestcountryinthe worldtodobusiness(EconomyWatch 2011),butSingaporehasalsobeenhighlightedasahigh-performingeducationsystemwithfeaturesthatothersystems couldlearnfrom(BarberandMourshed 2007).TheOrganisationforEconomic CooperationandDevelopment(OECD 2010)alsocommentedonthestronglink betweeneducationandeconomicdevelopmentinSingapore,aswellasbetween policyformulationandpolicyimplementation.Bycontinuouslyinvestinginthe upgradingofitseducationsystem,Singapore’scurriculumiswell-developedwith rigorousstandardsalignedtoinstructionandassessment.Educationspending usuallymakesupabout20%oftheannualnationalbudget.In2010,therewasan increaseof11%budgetover2009’sbudget,providingatotalof$9.88billion (SingaporeBudget 2010, 2011).ThetotalprojectedexpenditureoftheMinistryof Education(MOE)inFY2014isS$10.5billion(SingaporeBudget 2015).Ofthe total2014estimatedexpenditure,$10.60billionor91.27%wasfortheoperating expenditure,whiletheremaining$888millionor8.73%wasforthedevelopment expenditure(MinistryofFinance 2014).

MOEoverseesandmanagesallSingapore’sstateschoolsandhasastrong supervisoryroleoverprivateschools.In2015,theislandstatehad182primary schools,ofwhich46aregovernment-fundedprivateschools,and154secondary

E.-L.Low(&)

OfficeofStrategicPlanningandAcademicQuality,1NanyangWalk, Singapore637616,Singapore e-mail:eeling.low@nie.edu.sg

O.-S.Tan

NationalInstituteofEducation,1NanyangWalk,Singapore637616,Singapore e-mail:oonseng.tan@nie.edu.sg

© SpringerNatureSingaporePteLtd.2017

O.-S.Tanetal.(eds.), TeacherEducationinthe21stCentury, DOI10.1007/978-981-10-3386-5_2

schools,ofwhich31aregovernment-fundedprivateinstitutions.Thesizeofthe teachingforcestandsatabout33,000(En 2014).Beingasinglesystem,Singapore isabletodesignacomprehensivestrategytodevelopahigh-qualityeducational system,andatthecentreofthisapproacharethewell-trainedandwell-supported teachersandschoolleaders(Darling-Hammond 2013).

Knowingthatteacherqualitymakesthelargestdifferenceinstudentachievement, themosteffectiveschoolsystemsinvestintheprofessionalandpersonaldevelopmentoftheireducators(Mizell 2010).Thischapterdocumentshowteachersare selectedfromthetop30%ofeachcohortinSingapore,MOE’steachereducation sponsorshipofselectedcandidates,theteachereducationpathwaysavailableandthe careerprogressiontracks.Theseareunderpinnedbyarespectiveframeworkto ensurethateachteacher ’scareerdevelopmentprospectsarecarefullytailoredtothe individual,therebyallowingeachindividualtofullyrealisehisorherpotential.

2.1.1SingaporeanStudents’ PerformanceinInternationally BenchmarkedTests

Inrecentyears,Singaporehasrankedamongthetop fi vecountriesintheworldin internationallybenchmarkedtestsofscience,mathematicsandreadingachievement.In2012,Singaporewasranked fifthintheworldbythePearsonGroup, whichdidasurveyonthecognitiveskillsandeducationalattainmentlevelsof childrenin50countriesandterritories(Yong 2012).Inthe2012Programmefor InternationalStudentAssessment(PISA)givento15-year-oldschoolpupilsof OECDmemberandnon-membernations,Singaporeemergedsecondinmathematics,scienceandreading(OECD 2014).Inthe2011TrendsinInternational MathematicsandScienceStudy(TIMSS),Singapore’sPrimary4(Grade4)studentsperformedbestintheworldinmathematicsandsecondbestinscience (Martinetal. 2012;Mullisetal. 2012a, b).Similarly,Secondary2(Grade8) studentsledinscienceandcameinsecondinmathematics(Martinetal. 2012; Mullisetal. 2012a, b).Inthe2011ProgressinInternationalReadingLiteracyStudy (PIRLS),Singapore’sPrimary4studentsalsoshowedstrengthinreading,ranking fourthplaceoutof49countries(Mullisetal. 2012a, b).Nationalassessmentstella similarstory.In2013,97.5%ofSingaporeanstudentspassedtheirsixth-grade ‘leaving’ examination(TheStraitsTimes 2013).Likewise,Singapore’suniversities areatparwiththeworld’sbest.Basedonthe2015/2016QSWorldUniversity Rankings,boththeNationalUniversityofSingapore(NUS)andtheNanyang TechnologicalUniversity(NTU)haveimprovedtheirinternationalrankings,with NUSat12thandremainingthetopAsianuniversityandNTUat13thplace(QS TopUniversities 2016).NTUisalsothetoprankeduniversityforuniversitiesaged 50yearsoryounger(QSTopUniversities 2015).

In2007,McKinseyandCompanyrecognisedSingaporeasoneofthe top-performingeducationsystemsintheworldinitsstudy(BarberandMourshed

2007).Threeimportantfactors,whichSingaporehad,setthetop10performing schoolsystemsapartwereemphasisedinthereport:(1)gettherightpeopletobe teachers,(2)developthemintoeffectiveteachersand(3)ensurethatthesystemis abletodeliverthebestpossibleinstructiontoallchildren.Thischapterfocuseson the firsttwofactorsandmakesadeliberateattempttotakeadeepdiveintothe systemicprocesses.Thesecondsectionwill firstprovideabroadoverviewofthe Singaporeeducationsystemtoprovideabackgroundunderstandingbeforedelving intotheactualselection,recruitment,preparationanddevelopmentprocessfor teacherswithinthesystem.

2.2BackgroundoftheSingaporeEducationSystem

ThemissionofeducationinSingaporeistomouldthefutureofthenation thatis, toprovidethebestlearningopportunitiesforyoungpeoplewhowilleventuallylead thenationand,hence,determineitsfuture.WhatsetstheSingaporeeducationapart isthatitisawell-structured,well-plannedandefficientsystemwhichprovides educationpathwaysanddifferentlypacedcurriculatotailortothevariousstudent needs,capabilities,aptitudesandlearningmodalities.Abilitiesandinterestsof studentsareidentifiedearlyon,andthesystem’s flexibleeducationprogrammestry toaccommodatethedifferentrequirementsofeachgroupofstudents(Tanetal. 2007).Singapore’seducationisgearedtowardsprovidingaholisticeducation allowingstudentstodrawfromadiversityofknowledge,learningexperiencesand opportunitiesinordertopursuetheirpassionsanddevelopspecialtalents(MOE 2012).ThegoalistonurtureyoungSingaporeanstodevelopastrongmoralconscienceandafuture-orientedmindsetsothattheywillbereadytocompeteinthe highlyinnovativeandhighlyentrepreneurialeconomyofthefuture(Chen 2000; Lee 2006;Shanmugaratnam 2003, 2004, 2006;Teo 1999a, b, 2001a, b).

Thereisaminimumof10yearscompulsoryeducation,comprisingsixyearsof primaryeducationandfouryearsofsecondaryeducation(Fig. 2.1),whichevery childinSingaporemustundergo.Formaleducationbeginsattheageofsevenwith primaryeducationthatcomprisesafour-yearfoundationstage(fromPrimary1–4or Grades1–4)andatwo-yearorientationstagefromPrimary5–6(Grades5–6). Studentsareencouragedtoparticipateinco-curricularactivities(CCAs)and CommunityInvolvementProgrammes(CIPs).Thesixyearsofprimaryeducation endwiththePrimarySchoolLeavingExaminations(PSLE).FollowingthesuccessfulcompletionofPSLE,allstudentsproceedtodofouror fi veyearsofsecondaryeducation.DependingonhowtheyperforminPSLE,studentsareplaced intotheexpress,normal(academic)ornormal(technical)streams.Studentsplaced inthefour-yearexpressstreamwillworktowardstheSingapore–Cambridge GeneralCertificateofEducation(GCE) ‘O’ levelexamination(takenatSecondary 4orGrade10).Studentspostedtothenormal(academic)streamwilldotheGCE ‘N’ levelexaminationafterfouryearsandmayprogressforanotheryeartodothe GCE ‘O’ levelexamination;selected ‘N’ levelstudentsmayalsotakecertain ‘O’

Fig.2.1 VariouseducationpathwaysintheSingaporeeducationsystem(MOE 2016c). Source MinistryofEducation,Singapore(2016)

levelsubjectsintheirfourthyear.Thenormal(technical)courseisafour-year courseleadingtotheGCE ‘N’ levelexaminationwithsubjectsoftechnicaland practicalemphasis.

Post-secondaryeducationlastsfortwoorthreeyearsdependingonwhether studentsareenrolledinjuniorcolleges(JC),centralisedinstitutes(CIs)andthe InstitutesofTechnicalEducation(ITEs).StudentsfromITEscancontinuetofurther theirstudiesinthepolytechnics.The fivepolytechnics,namelySingapore Polytechnic,NgeeAnnPolytechnic,TemasekPolytechnic,NanyangPolytechnic andRepublicPolytechnic,provideacomprehensiverangeofpost-secondaryprogrammesthatmeettheneedsofindustriesandbusinesses.Alternatively,studentsin certainnicheprogrammesmaycontinuetopursuetechnicaldiplomasinITEs. Thesetechnicaldiplomas,heldincollaborationswithqualityforeigninstitutions, provideanupgradingpathwayforstudentsinniche,skills-basedprogrammes. Uponthesuccessfulcompletionofpost-secondaryeducationfromtheirrespective JCs,CIsandpolytechnics,studentscanthenproceedtoapplyforentryintouniversities,eitherlocallyorabroad.

ThissectionhasprovidedaquickoverviewoftheSingaporeeducationjourney, whilethenextsectionwillexplainhowMOE,theNationalInstituteofEducation (NIE)whichisthenation’ssoleteachereducationinstitute,andallschoolsin SingaporeworkinclosepartnershiptodeliverahighlyqualifiedteachingworkforceforSingapore.

2.3TheSingaporeTeachingWorkforce

Singaporeconfrontsthemultifacetedchallengesofeducationbyamatrixofconnectivityandalignment,enablingabalanceofautonomyandoptimalmonitoring andresourcing.TeachereducationatNIEbuildsonMOE’svisionforeducation, whichisforSingaporetobecomeanationofthinkingandcommittedcitizenswho havetheability,attitudeandskilltocontributetowardsSingapore’scontinued growthandprosperity,andcanbecomecreativethinkers,lifelonglearnersand leadersofchange.Thereisawell-balanced ‘autonomyversusstandardisation’ frameworkguidingMOE,NIEandtheschoolsintheirpractices.Eachplaysa distinctyetharmonisingroletoachievethedesirededucationoutcomes.

Havingrecognisedthatthequalityofteachersdeterminesthequalityofeducation,Singaporewasalsocognisantthatastrongandsustainedstrategicpartnershipwasneededbetweenthekeyeducationalstakeholders,namelyMOE,NIE andallschoolsinSingapore(NIE 2009).ThePolicies-Practices-Partnership (PPP)Model(Fig. 2.2),mootedbyLeeandLow(2014),aimstoprovidethe necessarycollaborativeframeworkofsharedvaluesandgoalswhicharealignedto aunifi edoutcome.

MOE,beingthepivotalleadagencyoftheeducationsystem,providesthe leadershiptoestablishthegoalsofeducation.MOEhasarticulatedasetofdesired studentandkeycompetenciesthatlearnersoughttopossessforthetwenty-fi rst century(knownastheTwenty-FirstCenturyCompetenciesandStudentOutcomes Frameworkthatismeanttoproduceaconfidentperson,aself-directedlearner,an activecontributorandaconcernedcitizen;MOE 2016a).Withthesegoalsand outcomesofeducationbeingarticulated,keyeducationpoliciescanbeputinplace inenablingthesegoalstobeachieved.NIEandschoolsarekeyenablersin ensuringthatthegoalsofeducationareachievedandareresponsiblefortranslating thepoliciesintopracticesthatallowstudentstobeeducatedinawaythatachieves thedesiredgoals.Forschools,thisinvolvesproperplanningandimplementationof thecurriculastudied,pedagogiesadopted,designofthelearningenvironmentand

Fig.2.2 Schematic representationofthePPP modelforeducationin

Singapore(LeeandLow 2014)

assessmentpractices.CCAsthatensurethatvaluesarebeinginculcatedinstudents andagoodcharacterisdevelopedarealsoessential.ForNIE,thisinvolves translatingthepoliciesintorelevantpreparationprogrammestoensurethatteachers havethecompetenciestodeliverthedesiredoutcomes.

2.4Recruitment,PreparationandProgression

ofSingaporeTeachers

Inordertomeetthechangingneedsanddemandsofthetwenty- first-century learningenvironment,itiscriticalforSingaporetobeabletoattract,selectand retainthepeopleneededtoeducatetheyoungergeneration.WhileMOEtakessole responsibilityovertherecruitment,preparation,certi fication,appointmentand deploymentofteachersforSingaporeschools,thisisnotdoneinisolationbutby partneringNIE,schoolsandotherstakeholders(e.g.teachers,parents,othergovernmentministries,universitiesandtheprivatesector).AsSingaporeseeksto continueprovidinghighlevelofqualificationsamongteachers,engagementslike thesegobeyondthoserelatedtolicensingstandardsthatarecommoninother countries.Everyyear,MOEgetsfeedbackfromschoolsaswellasitsowndatato makestrategicforecastingonrecruitment,planningfornewschools,initiativesand programmes.Thissectiondetailsthenationalteachingstandardsfromrecruitment topreparationtoprogressionintheteachingcareer.

2.4.1AcademicQualificationsRequiredforTeaching

MOErecruitsteachersfromthetopone-thirdofeachcohortofthegraduatingclass thatquali fiesfortertiaryeducation,andonlyoneofeightapplicantsinterviewedis accepted.Apartfromsatisfyingbasicacademicstandards,aspiringteachersalso musthavetheaptitudeandinterestinteaching.Thisisascertainedintheinterviews heldbyMOEofficersandexperiencedprincipalsandteachers(Teo 2000). Throughouttheyear,MOEorganisesseveralrecruitmentseminarsnamedas ‘TeachingasaCareer ’ forinterestedapplicantstoattendaswellasanopportunity forthemtoaskquestions.Prospectivestudentscanapplytoeitheragraduateor non-graduateteachereducationprogrammedependingontheiracademicqualifications.TheMinistryalsoinvestsheavilyinthebrandingoftheteachingcareeras onethatisintricatelylinkedwiththeimportantmissionofnationbuilding.For example,abusadvertisementonteachinghadthefollowingtagline, ‘Shapingthe futureofthenation:Onestudentatatime’

Tobeeligibletobeagraduateteacher,studentsmustpossessauniversitydegree (bachelors,undergraduateorcollege),includinghavingdonecourseworkinthe requisiteteachingsubjects.Ifthedesiredprogrammeinvolvesteachingamajor

2TeacherEducationPolicy:Recruitment,PreparationandProgression17

subjectinschool,theindividualmusthavestudiedattheundergraduatelevelto qualifytoteachsuchasubject(seeMOE 2015a, b, c forthespeci fieddisciplinary majors).Tobeconsideredinanon-graduateprogramme,theapplicantmusthave thefollowingacademicqualifi cations:(a)theGeneralCertifi cateofEducation (GCE) ‘O’ level(Grade10);(b)GCE ‘A’ level(Grade12);or(c)apolytechnic diploma.Studentsarethenshortlistedfortheinterviewoncetheysatisfythe admissioncriteriaoftheteachereducationprogrammechosen.Theinterviewsseek to findoutmoreaboutapotentialteacherintermsoftheindividual’spassionfor teaching,abilitytocommunicatewellwithothers,creativityandinnovativespirit, confidence,leadershipqualitiesandpotentialtobeagoodrolemodel.

Unlikeinothercountries,therecruitment,preparationanddeploymentof teachersinSingaporeareunique.Itisimportanttonotethatstudentteachersare hiredasfull-timecivil-serviceemployees(calledGeneralEducationOfficers)ofthe MinistryandthereforearesponsoredtoattendNIEprogrammes.Studentteachers receiveamonthlysalary,includingCentralProvidentFund(CPF)1 contributions, year-endbonuses,NIEtuitiongrantandotherbenefits.Asthisisahugecapital investmentbythegovernmentintermsofsalariesandtuitiongrants,student teachersarerequiredtoserveateachingbond,whichrangesfromthreetofour years,aftertheygraduatefromNIE.Thisteachingbondisalsoaguaranteed teachingpositioninschools.Whilethebasesalariesarenotparticularlyhighwhen comparedtomanyothertop-performingcountries,theyarehighenoughtomake monetarycompensationanunimportantconsiderationforcandidatesweighing teachingagainstotherprofessions.Asaguide,beginningteachersarepaid equivalentsalariestothoseofbeginningaccountantsandengineersinthecivil service.Singaporealsohasasystemofgenerousbonusesthatboostteachers’ salariesoverthecourseoftheircareers.ThebonusesarebasedonSingapore’s sophisticatedteacherappraisalsystemwhichwillbedescribedlaterinthischapter. Havingcoveredthestringentselectionandrecruitmentpolicies,thenextsection willbrieflydescribetherigorouspre-serviceteachereducationprogrammes.

2.4.2TeacherPreparation

NIE,locatedwithinNTU,istheonlyteachereducationinstitutioninSingapore. NIEoffersdifferentprogrammesthatcatertodifferentteachingcandidates, dependingontheirlevelofeducationandquali fication.ThesearetheDiplomain Education(DipEd),thePostgraduateDiplomainEducation(PGDE)andthe BachelorofArts/Science(Education)(BA/BScEd);andthecoursedurationsrange fromonetofouryears.NIEprogrammesfocusonthedevelopmentofpedagogical, 1TheCentralProvidentFund(CPF)isacomprehensivesocialsecuritysavingsplanforthe Singaporeworkforce.

skillsandknowledgecompetencies.Thecurriculumisregularlyupdatedtoreflect thechangingneedsoftwenty- first-centurylearners.

Initsendeavourtodevelopastrongteachingforceforthetwenty- firstcentury, NIEdesignedandimplementedanewTeacherEducationModelforthe Twenty-FirstCentury(TE21;NIE 2009).TE21 comprisessixrecommendationsthat areintendedtoenhancethekeyelementsofteachereducation,whichincludethe underlyingphilosophy,curriculum,desiredoutcomesforteachersandacademic pathways.TheV3SKModel(values,skillsandknowledge;seeFig. 2.3)highlights therequisiteknowledgeandskillsthatSingaporeteachersmustpossessinmeeting thechallengesofthetwenty- first-centuryclassroom.TheV3SKModelrepresents theunderpinningphilosophyofteachereducationatNIE,whichisvalues-driven. Howthemodelhasimpactedthepre-serviceandin-serviceteachersofNIEwillbe discussedinthesubsequentchapters.ThethreevalueparadigmsofV3SKareas follows:

• Learner-centrednessvalues whichplacethelearneratthecentreofteachers’ work.Theteacherisacutelyawareofthelearner ’sdevelopmentanddiversity, believesthatalllearnerscanlearn,careforothers,striveforscholarshipin contentteaching,knowhowpeoplelearnbest,andlearntodesignthebest learningenvironmentpossible.

• Astrongsenseofteacheridentity referstohavinghighstandardsandstrong drivetolearninviewofrapidchangesintheeducationmilieuandtobeing responsivetostudents’ needs.

Fig.2.3 V3SKmodel(NIE 2009)

• Servicetotheprofessionandcommunity focusesonteachers’ commitmentto theirprofessionthroughactivecollaborationsandstrivingtobecomebetter practitionerstobenefittheteachingcommunity.

Furthermore,aninternalreorganisationatNIEinMarch2014createdthe StrategicPlanningandAcademicQuality(SPAQ)offi cetotaponthesynergiesand linkagesbetweenstrategicplanningandevidence-informedacademicquality enhancementeffortstoaidinstitute-wideplanning,decision-makingandquality assurance.SPAQassiststheNIEleadershipinoverseeingtheformulation,implementationandcommunicationoftheInstitute’smedium-termstrategicplan.

Figure 2.4 showstheframeworkusedforevaluationtoensurethatNIEteacher educationphilosophysetintheV3SKareupheld.

Theevaluationcycleframeworklooksatthreecomponents processes,product andinput thatareessentialinmaintainingqualityteachingandlearningatNIE. ProgrammesareregularlyassessedandanAcademicGroupQualityReviewcarried outtoidentifybestpractices,identifyareasofimprovement,andestablishimproved processesandperformanceoutcomes.Likewise,toascertainthepreparednessof beginningteachers,surveysareconductedandgraduationtrendsanalysed.Finally, signifi cantinmaintainingconsistentacademicqualityistheprofileofstudent population;therefore,arigorousadmissionsprocessisbeingobserved.

Fig.2.4 SPAQevaluationcycle(NIE 2014b)

2.4.3RolesofNIEinTeacherEducation

WiththecreationoftheTeachers’ TrainingCollege(TTC)in1950,theofferingof teachereducationinSingaporeonalong-termandorganisedbasiscommenced. Initially,TTCofferedcerti fi catecoursesineducationfornon-graduates.Graduate teachersweretrainedattheSchoolofEducationatthethenUniversityofMalaya (latertheUniversityofSingapore).Twenty-threeyearslater,theInstituteof Education(IE)wasestablishedoutofTTCtotrainbothgraduateandnon-graduate teachersonafull-timebasiswithapart-timeteachingcadetshipscheme.Lessthana decadelaterin1960,afull-timeteacher-in-trainingprogrammewasemployedfor allaspectsofteacherpreparation.

ThepresentNIEistheproductofthemergerbetweenIEandtheCollegeof PhysicalEducation2 in1991,anditbecameanautonomousinstituteofNTU.Along withitsautonomousstatus,NIEsharesadynamicrelationshipwithMOE. WhileMOEhirestheteachers,NIEpreparesthemandalsocollaborateswithMOE todefinethestandardsofacademicqualificationswhenrecruitingdifferentcategoriesofteachersandprovidesinputintotheselectionprocess(Tanetal. 2007).

Duetothisclosepartnership,allstudentteacherswhosuccessfullycompleteany ofNIE’steachereducationprogrammesautomaticallybecomecerti fiedtoteachin theSingaporeschoolsystem;therearenoadditionalexaminationsand/orfurther certi ficationneededthroughaseparateteachingstandardsboardasNIEunderNTU actsastheaccreditationboard(Tanetal. 2007).Throughitsqualityprogrammes andstatedoutcomes,NIEmaintainstheprofessionalteachingstandardsthatdefine whataccomplishedteachersshouldknowandbeabletodoastheyenterinto schools.Inthisinterrelatedsystem,MOEandNIEactasthestandardsboard.

AnotherpivotalroleNIEplaysintheSingaporeeducationsystemisits involvement,throughitsfaculty,inthenumerousMOEcurriculumreviewcommitteesthatmakerecommendationsforanycurriculumchangesandinitiatives. SuchcurricularchangesarereflectedintimelyrevisionstoNIE’steachereducation programmeswiththeaimthatteachersarecurrentintheirknowledgeandqualifications.Thisappliestoboththepreparationofnewteachersandtheprofessional developmentforover33,000practisingteachersinover360schools(MOE 2012).

2.4.4ProgrammesOfferedbyNIEtoPrepareTeachers

NIEoffersavarietyofinitialteachingpreparationprogrammestohelpindividuals prepareforateachingprofession.Theseprogrammesareasfollows:(a)Bachelorof Arts(Education)/BachelorofScience(Education)/BachelorofEducation 2TheCollegeofPhysicalEducationwassetupinJuly1984totrainspecialistteachersinphysical education.

(BA/BSc/BEd);(b)DiplomainEducationprogrammes;and(c)Postgraduate DiplomainEducation(PGDE)programmes.

The undergraduateprogrammes atNIEarepositionedtocombinethebestof anacademicdegreewithagoodfoundationinthe fieldofeducationtoproduce graduateswiththeknowledgeandskillstoexcelincareersinbotheducationand education-related fieldsandbeyond.TheBA/BSc/BEdprogrammesadmitcandidateswhoholdeitherGCE ‘A’ Levelsorpolytechnicdiplomas.Moreover,this programmealsoadmitsreturningteacherswithNIEDiplomaqualifi cations, Certi ficateofEducationandNIE’sAdvancedDiplomaqualifications(NIE 2012–2013).TeachingtracksofferedintheundergraduateprogrammesincludetheBA (Ed)(General)(Primary),BA(Ed)(Chinese/MalayLanguageSpecialisation) (Primary),BA(Ed)(General)(Secondary),BA(Ed)(Chinese/MalayLanguage Specialisation)(Secondary),BSc(Ed)(General)(Primary),BSc(Ed)(Physical EducationandSportsScience)(Primary),BSc(Ed)(General)(Secondary),BSc(Ed) (PhysicalEducationandSportsScience)(Secondary)andBEd(Primary).

Therearetwotracksastudentcantakewhenpursuinga DiplomainEducation: theGeneralandtheSpecialisation.TheGeneraltrackpreparesstudentteachersto becomegeneralistprimaryschoolteachers,whiletheSpecialisationtrackprovides forspecialisationintheteachingofthemothertonguelanguagesandPhysical Educationattheprimaryorsecondaryschoollevel,andArt,MusicorHome Economicsatthesecondarylevel.AnotherareaisinSpecialNeedsEducation,and candidateswhoareinterestedmaybeofferedaDiplomainSpecialEducation (DISE).DISEisaone-yearfull-timeprogrammethatpreparesstudentteachersto teachchildrenandyoungadultswitharangeofdisabilities,includingintellectual, physical,sensory,behaviouralandpsychological.Generally,thediplomaprogrammesadmitcandidateswhoholdeitherGCE ‘A’ Levelsorpolytechnicdiplomas,andcandidatesapplyingforDISEshouldhaveone-monthrelevantexperience (NIE 2015–2016).

The PostgraduateDiplomainEducation(PGDE) programmeaimstoprepare universitygraduatestobecomeprimaryschool,secondaryschoolorjuniorcollege teachers.Itisaone-yearprogrammeexceptforthosespecialisinginthetwo-year PGDE(PhysicalEducation).Candidatesmustholdatleastabachelor ’sdegreetobe admittedtothePGDEprogramme(NIE 2015a).

The NTU-NIETeachingScholarsProgramme(TSP) isthelatestadditionto NanyangTechnologicalUniversity’s(NTU)PremierScholar ’sProgrammes(PSP). TSPisafour-yearprogrammethatincludesamultidisciplinarycurriculumthat supplementsthecorecurriculumintheBachelorofArts(Education)/Bachelorof Science(Education)programme(NIE 2014a).TSPscholarsareencouragedto pursuetheirinterestandcreatetheirownlearningplanthroughanextensive selectionofelectivesofferedatNIE,NTUorpartneredoverseasuniversities.To honetheirresearchskills,scholarswillembarkonaresearchprojectwithan eminentresearchmentororthroughtheUndergraduateResearchExperienceon Campus(URECA)offeredatNTU.Theywillbeexposedtoawide-arrayof innovativepedagogicalapproachesusedtoenhancelearningsuchascollaborative learning,self-directedlearning,problem-basedlearningand flippedclassroom. 2TeacherEducationPolicy:Recruitment,PreparationandProgression21

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Sure. Sure he would. This was Wednesday, a Rec. night. Tonight, after supper, Belle and her Three Graces would make a night round. "Personal service"—if you had the credits. He had the credits. He'd take a fall—hell, a couple, why not—out of old Belle herself. Not that Belle looked any better than the others, but at least she put a little life into it. A couple of hours with Belle, twelve credits; a bottle, four more. All right, he had them. Tonight he was really going to make a night of it. Yeah.

Yeah?

Yeah. And the next day, Thursday, all day yeah! His head ached, stomach churned; that burning back of the eye-balls; the awful, tightdrawn humming of nerves. And on just one bottle? God, that acidburn gin. No, old Belle had been in rare form and he got two bottles instead of one. But even so ... must be that stew the night before. Oh death!

He fought the day, his work, all day. He missed quota. The fingers were just a blistering mist before his eyes. He drank water and gagged on it. He paced his cell. He sweated. God! Could a man live like this?

"Boy! Say there, boy. Look alive, eh?"

Mr. Boswell, the old electronic shyster. It was afternoon, finally, of the everlasting, miserable day. Jay 7 looked up to watch sullenly as, the usual afterthought, Mr. Boswell rolled on off to plug in his cord; and rolled back. Made a noise, a harrumph-type, throat clearing, introductory noise. Mr. Boswell had no throat but he was a believer in certain niceties, form and procedure.

"Well now, boy. Let me see, where are we? Oh yes. Bring you up to date. My latest petition for further continuance pending a review of the transcr...."

Suddenly, it was all too much. Jay 7 was mad, furious. He, in a word, blew his gin-throbbing top. He was on his feet, shaking hands, white-

knuckled, gripping bars. "Goddamnit!" he shouted, "Goddamnit, you rotten old fraud, I've had enough, you hear me? I got a by-Godbellyfull enough."

Suddenly, it was all too much. Jay 7 was furious with the old electronic shyster. He was on his feet, shaking hands, white knuckled, gripping bars.

"Oh?" inquired Mr. Boswell, mildly. "Enough is enough, eh? But how can we be sure that alternatives...."

"All right, all right." Jay 7 wouldn't get anything out of him by shouting, he knew that. He was still tense and shaking but he managed to lower his voice to a tense, confidential whisper of appeal. "But I can't take much more of this. And the uncertainty. I've got to know. How much longer, huh? Please, please, Mr. Boswell, man to man ... when will the trial come? How much longer before we go to court, I—we—get my acquital, huh? Man to man, when can I walk out of here a free man?"

"Man to man? You are just a boy, boy. Show it all the time. Man to man? Well ... perhaps it is time you did grow up a bit. So. You want to know when you will leave here a free man? I'll tell you. Never." "Never?!?"

"Never. Hasn't that been obvious from the start? Look. You know the charges, the evidence against you. In your actions, in your mind, either way you are guilty, boy. Regardless of the degree, you are guilty. The evidence is undeniable. You know better than I how guilty you are."

"No!"

"You are so eager to leave here? Why?"

"Just to get out. To be free. Isn't that enough?"

"Nonsense, lad; nonsense. You are doing fine here, just fine. Look at it this way. You are here for the common good, yours and society's, in protective custody. You have made rather a nice adjustment. Quite nice, really. To accept it gracefully, gratefully, is best. And, with me as your counsel, there is no reason why we cannot hope to continue your case indefinitely—for years, for decades. Why...."

"No! No, they can't, you can't do that to me." A highly unoriginal protest. Mr. Boswell made a mild sound of disapproval. At such times he regretted the limitations of construction that did not permit him a shake of the head.

"Years? Decades? No! I can't stand it; I can't, I won't. I'll find a way out. I'll make a way."

"Suicide? Oh now, my boy, please. To take your own life? A shameful thing. And not at all fair to my firm."

"No, not suicide. I—I'll break out. Damn you, I will. I'll grab your damned wire—I can reach it from here; I'll pull your plug. You'll have to take me out of here or I'll let your juice run out and you'll die. Boswell, you're going to hide me under that machinery of yours and take me out."

"Oh? But my boy—what then?"

"Then I'll be out, that's what."

"Then you will be out. Out of here; out in the street; out of protective custody; outside the law. You would be alone then, lad; alone with your guilt, cast out, apart from society and the sound, stable order you find here. And would not every decent man's hand be against you? Think, my boy, what that means. Could you face it?" During these remarks, as Jay 7 clung, hot-eyed and shaking to the bars, Mr. Boswell had backed prudently well away, out of reach from the cell door.

"Yes! I don't care. To hell with you; to hell with all of them. I've got to get out of here. Come back, you coward. I tell you I've got to get out, out, out!"

Mr. Boswell backed across the corridor and pulled his plug from the socket. The wire rolled back neatly on the spool. "Time—no more time; other clients." He peered myopically through thick lenses back toward the cell. "Please, lad—it pains me to hear you talk so wildly."

"I've got to get out, you hear? Out!"

"Well, my boy, if it has become such a phobia with you and you feel you have got to do so foolish a thing ... why don't you just walk out?"

"Walk out? What in hell are you talking about? How can I walk out of this cell?"

"Now, now, boy You are only in protective custody, to protect you from yourself, from an outraged society, you understand. That cell isn't locked. Never has been. You know that."

"That's a lie!" The man, Jay 7, threw himself against the bars, pressed against them, every muscle straining. "It's locked, locked. You can see. It won't open."

"Now, now," said Mr. Boswell again, starting to swing around on his wheels, "that door opens inward. You get your food through it, your work; the other—ah—amenities, girls ... eh? Nobody ever unlocks that door, isn't that right? They all just push it open. Right? Eh? It opens in."

"You lie It's a damned, rotten, filthy lie." He was yelling, shaking, rattling the door; pushing at the door.

"Easy, boy," said Mr Boswell, "easy now If you say so perhaps you are right after all. So. We adjust, eh? See you Sunday. There are some details, questions of improper punctuation in the transcript of your involuntary confession we must go over; something we can use in the next preliminary hearing. Eh? Good night, boy." Mr. Boswell rolled off, smoothly as always, down the corridor.

Jay 7 quit pushing then, all at once and completely, and hung limply, two hands circling two solid bars, leaning heavily against the cell door. He sobbed once and then sniffed. He felt thirsty. So ... well, he had his cup, his own faucet. He could get a nice, cold drink of water any time he wanted it. He sniffed again and turned away from the barred door.

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