TE21 Implementation Report - NIE's Journey from concept to realisation
This report articulates NIE’s efforts in implementing the six recommendations presented in the earlier publication titled “Teacher Education Model for the 21st Century” (TE21). It was NIE’s blueprint for transforming and strengthening the NIE teacher education model along the continuum of Initial Teacher Preparation to Teacher Professional Development.
From 2010-2011, NIE has been embarking on implementing initiatives under the TE21 Programme to refine our curriculum, improve our pedagogies, reinforce our values-based teacher education and strengthen the theory-practice link in our programmes. The commitment and involvement of our faculty has been crucial to successfully piloting key initiatives such as the new enhanced practicum and student e-Portfolios.
Read more about our journey, especially some of the challenges we faced in pursuing our transformational goals. We believe that our efforts will make a difference in keeping our teacher education model relevant and responsive to the task for building a stronger teaching force for the future.
TE21: A Teacher Education Model for the 21st Century
NIE TE21 is the outcome of the Programme Review and Enhancement (PRE) initiative which was launched in 2008. In September 2009, NIE published the final report on the review initiative entitled "A Teacher Education Model for the 21st Century (TE21).
The report presents six key recommendations that aim to enhance the delivery of teacher education at NIE, leading to a stronger teaching force. The enhancements to the existing model encompass the entire initial teacher preparation – teacher professional development (ITP-TPD) continuum, and focus on key areas of a values-based philosophy of teacher education, teacher outcomes, curriculum refinements and accelerated academic pathways. They are aimed at refreshing, updating and strengthening the NIE model by putting the 21st century learner at the heart of our teacher education goals.
The successful implementation of the recommendations is the focus of the TE21 programme which kicked off in November 2009. As one of the key thrusts of the NIE strategic plan or 3:3:3 Roadmap, this implementation programme will be crucial in driving genuine transformation in terms of what we teach, how we teach and how we assess.
NOTE: Three items in the Teacher Identity of the Values, Skills and Knowledge (V3SK) Framework have been reworded: V3SK
TE21 Summit featuring Director’s Annual Address
Prof Lee Sing Kong, Director/NIE, gave his annual address to staff on 2 November 2010, which also kick-started the whole-day TE21 Summit event. The TE21 Summit was a platform to share and showcase teaching and research initiatives that will keep NIE at the forefront of 21st century teacher education. The theme of this year’s address was “21st Century Teachers Call for 21st Century Teacher Educators.” With the TE21 initiative being at the core of NIE’s teaching strategy, Prof Lee reiterated to the NIE community its importance in meeting the changing needs of Singapore’s education system and the global education landscape.
Director’s slides and the full video are available here.
Current and Future Pedagogies in Singapore Schools by Prof David Hogan (OER)
Since the introduction of Teach Less, Learn More (TLLM) initiative in 2004/05, the Ministry of Education (MOE) has sponsored a range of further policy initiatives to support its implementation. In terms of the local teacher education scene, NIE’s TE21 is an institute-wide initiative to enhance its teacher education programmes in order to prepare aspiring and serving teachers to become 21st century teaching professionals, able to meet the demands of the 21st century learners. Collectively, whether in K-12 classrooms or within the realm of teacher education, these initiatives represent a concerted effort to improve the quality of classroom pedagogy in order to prepare Singapore students to meet the challenges of the changing global educational and economic landscape of the 21st century. However, while these initiatives represent a good start, there is still a long way to go in order to close the gap between policy and practice. This presentation examines the current pedagogical discourse in Singapore and tracks the changes in school pedagogical practices since the implementation of the TLLM initiative. It proposes a new perspective of pedagogy. Hogan suggests that while retaining a high stakes assessment system, which largely drives teachers’ pedagogical practice, Singapore needs to further transform its future pedagogical practices in order to nurture the desired educational outcomes of the 21st century learner.
Full synopsis is available here.
The NIE e-Portfolio Pilot: What, Why and How
The NIE e-Portfolio is intended to be an electronic collection of authentic and diverse evidence of a student teacher’s learning and achievement over time and throughout the programme, on which he/she has reflected and designed for personal development, as well as for presentation to audiences for specific purposes. This presentation aimed to give the audience a background of the pilot programme of the e-Portfolio for the PGDE JC track, as well as highlight its implications for the rest of the ITP programmes, and its potential impact on academic staff and students.
Slides are available here.
Can research-based innovations really change school-based teaching and learning? – Perspectives from a design-based mobile learning project
NIE researchers and the school (principal and teachers) shared their journey of the co-design of curriculum that makes use of the affordances of the one-mobile-device-per-student context. The presenters shared their narratives of how researchers worked with teachers and students in a design-research process, and how the outcomes of this research led to more scale-up efforts in the school.
Slides are available here.
Sharing by the AGs on Pedagogical Practices
A summary of good pedagogical practices shared by the AGs is available here.