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21
Executive
Summary
NIE as a university-based teacher education institution
has a strong foundation in terms of the structure and
substance of its teacher education programmes. Like
many high-performing teacher education providers in
the world, NIEs model provides theoretical foundation
to produce the thinking teacher whilst concurrently
having strong partnerships with key stakeholders and the
schools to ensure strong clinical practice and realities of
professionalism in teacher development. Our strength also
lies in a strong base in subject matter and pedagogical
content knowledge, as well as a strong connection to
educational research. The adoption of the universitybased model demonstrates that teaching is a profession,
where the development of teachers is underpinned by
evidenced-based learning, and where teachers require
the award of a degree as a pre-requisite for joining the
profession.
Previous reviews affirmed both the structure and
substance of NIEs teacher education programmes. In the
light of changing needs in Singapores education system
and developments in the global educational landscape,
this current review builds on existing strengths to bring
teacher education onto a higher plane of excellence,
drawing on the perspectives of stakeholders and putting
the 21st century learner at the very heart of our educational
goals. 21st century learners call for 21st century
teachers is the impetus for the Programme Review and
Enhancement (PRE) 2008-2009. Based on extensive
literature review, understanding of existing and emerging
trends, local profile, changing landscape in policies and
initiatives, and research data, we explored possible and
viable avenues for enhancements the culmination of
these efforts is a new Model of Teacher Education for
the 21st century (TE21) at NIE .
TE21
The 21st Century Learner - the heart of our teacher education goals
MOE
NIE
Partnerships
R3
Theory Practice
Nexus
R6
Programmes
Schools
Competencies
Curriculum
R2
Aspiring
& Serving
Teachers
Assessment
Pedagogies
Pathways
R4
VALUES3
21st Century
Teaching
Professionals
R5
SKILLS
KNOWLEDGE R1
3
TE21
R1.
R2.
R3.
R4.
R5.
R6.
VALUES
Developing
Education Professionals
DGE
KNOWLE
SKILLS
TE21
V1 - Learner-Centered
Values
- Empathy
- Belief that all children
can learn
- Commitment to
nurturing the potential
in each child
- Valuing of diversity
V2 - Teacher Identity
-
SKILLS
-
V3 - Service to the
Profession and Community
- Collaborative learning and
practice
- Building apprenticeship
and mentorship
- Social responsbility and
engagement
- Stewardship
KNOWLEDGE
-
Self
Pupil
Community
Subject content
Pedagogy
Educational foundation and policies
Curriculum
Multicultural literacy
Global awareness
Environment awareness
Core Competencies
Professional Practice
1.
2.
3.
4.
1.
2.
Personal Effectiveness
1.
TE21
Theory
Experiential
Learning
Reflection
Practice
School-based
enquiry or
research
TE21
Skills
Knowledge
(V3SK)
Inquiry
Reflection
Simulation
Authentic
Experiential
Clinical
Practicum
Self - Directed
Collabrative
GESL
Microteaching
School Based
Practicum
Problem-based
Learning
Case Studies
E-portofolio
TE21
Blended Learning
Role Playing
Primary English
Classroom
Language
(PEL)
collect
reect
EXPERIENCED TEACHER
collaborate
8
TE21
assess
Plan
assessment as
part of eective
teaching and
learning
Design
Appropriate
Assessment
Tasks.
ASSESSMENT
COMPETENCY
Develop
capacity for self
assessment
towards
reective and
self directed
learners
organise
Provide
feedback to
help learners
improve
Administer,
score and
interpret
eectively
Recognize
objective
and ethical
procedures
ASSESSMENT
COMPETENCY
revise
feedback
Masters
Degree
Months 19 - 24
Months 13 - 18
Months 1 - 12
PGDE
9
TE21
Bachelors
Degree
Yr1
Yr2
Yr3
Yr4
Yr5
Entry Level:
MOE Scholars
get provisional
entry
Entry Level:
A Level
Polytechnic
Diploma
10
10
TE21
10
5-year B-M
track
BA/BSc
(Ed)
Masters
degree
4-year
Degree track
BA/BSc
(Ed)
End of Yr2:
Identification of
upper cohort
Evidence-based,research-informed improvements to
teaching and learning
11
TE21
Copyright National Institute of Education 2009. First published October 2009. All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system or transmitted in any form by any means without the prior permission of the copyright owner. Enquiries should
be made to: National Institute of Education, Strategic Planning & Corporate Services Department, 1 Nanyang Walk, Singapore 637616 or
Email:spcs@nie.edu.sg