Teacher Education in the 21st Century: Singapore’s Evolution and Innovation
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This book examines the evolution and innovation of teacher education in Singapore in the 21st century. It covers teacher education reforms in the conceptualising and implementing of the Teacher Education for the 21st Century TE21 Model and discusses curriculum improvements that are aligned to new competencies; values development that re-envision teacher professionalism and calling; pedagogical changes that emphasise self-directed inquiry and technology-enabled learning; strengthened theory-practice linkages and enhanced teaching practices through school partnerships and mentoring; and impactful education research in areas such as assessment and developing teaching competencies, practices and mentoring.
Teacher education in Singapore focuses on developing professional leaders in the field of education who are proactive problem-solvers and empowered researchers. It entails a long-term vision of education and an innovative approach to develop teachers with design skills and an inquiring mindset to understand learners in the fast-changing digital and mobile world. This book is aimed at scholars, researchers, policymakers, teacher educators and teachers as well as anyone interested in learning the philosophy behind Singapore's unique TE21 Model for the 21st century and beyond.
My Wishlist Sign In Join. Be the first to write a review. Add to Wishlist. Ships in 15 business days. Link Either by signing into your account or linking your membership details before your order is placed. Description Table of Contents Product Details Click on the cover image above to read some pages of this book! In Stock. Education, Change and Society. Chua, H.
Action research on the effect of descriptive and evaluative feedback order on student learning in a specialized mathematics and science secondary school. Asia-Pacific Science Education, 3 4. Fernandez, F. Action research in the physics classroom: The impact of authentic, inquiry based learning or instruction on the learning of thermal physics. Asia-Pacific Science Education, 3 3.
Goh, S. Using inquiry-based instruction for the teaching of electricity in physics. Gopinathan, S. Fourth way in action? Educational Research for Policy and Practice, 11 , 65— Gregory, K. High-stakes assessment in England and Singapore. Theory Into Practice, 42 1 , 66— Hairon, S. Action research in Singapore education: Constraints and sustainability. Educational Action Research, 14 4 , — Action research in Singapore: Where are we now? Asia-Pacific Science Education, 3 5. Kennedy, K.
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Barriers to innovative school practice: A socio-cultural framework for understanding assessment practices in Asia. In Paper presented at redesigning pedagogy: Culture. Understanding and: Practice.
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Long, S. Asia-Pacific Science Education, 4 2. Martin, S. Ministry of Education. Nurturing our young for the future: Competencies for the 21st century. Singapore: Author. Ng, P. The evolution and nature of school accountability in the Singapore education system. Measuring innovation in education: Singapore country note.
Paris: Author. Soh, K.
At the rear mirror and through the wind screen: Teachers becoming teacher-researchers in Singapore schools. New Horizons in Education, 59 1 , 12— Tan, A. Journey of science teacher education in Singapore: Past, present and future. Asia-Pacific Science Education, 4 1. Tan, W.
Educational action research in Singapore: To prove or improve? Asia Pacific journal of education, 29 3 , — Tang, N. ASCD Review, 9 3 , 48— Teo, T. Enabling classroom change by infusing cogen and coteaching in participatory action research. Asia-Pacific Science Education, 3 6.
Download references. This article is distributed under the terms of the Creative Commons Attribution 4. All three authors supported the development of the special issue by working with authors and reviewers to prepare high quality research for the journal. All three authors worked to develop the editorial to describe and introduce the research in the special issue. All authors read and approved the final manuscript. Correspondence to Gavin W. His research focuses on development, application, and implications of assessment in science education.
For many years, she has conducted classroom-based research with teachers and students using action research methodologies to improve science teaching and learning. Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Reprints and Permissions.
National Institute of Education
Search all SpringerOpen articles Search. The role of action research in the system Action research has been promulgated in Singapore by the Ministry of Education since , during the introduction of a teacher collaborative platform called Learning Circles Hairon, , and has continued to be promoted in Singaporean schools at all levels in the past decade Soh, Papers in this special issue Hairon presents an overview of action research as it has been adopted and implemented in Singapore.
References Beaulieu, R. Google Scholar Chua, H. Google Scholar Gopinathan, S. Article Google Scholar Gregory, K. Article Google Scholar Hairon, S. Google Scholar Long, S.