Teacher Education 21

What's New

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NIE Director’s Address 2015

NIE Director, Professor Tan Oon Seng, shared his vision and strategic directions for NIE during his annual address on 14 October 2015. Addressing an audience of more than 600 NIE faculty and staff, Professor Tan reiterated the Institute’s aim to create a 21st Century Institute of Distinction in Teacher Education and Education Research through growing knowledge capital, fostering stronger partnerships and building a culture of corporate excellence.  Prof Tan also shared the Institute’s plan to extend the Postgraduate Diploma in Education Programme (PGDE) to allow students more time and space to deepen their sense of professional ethos and strengthen pedagogical content knowledge while boosting theory-practice link, which is a key focus of the TE21 model. 

Read more about Director’s address here.

Staff Development Day 2015

The inaugural NIE Staff Development Day was held jointly with the NIE Director’s Address on 14 October 2015.  Discussions on ways to enhance programmes, pedagogy, partnerships, research and administrative excellence took place during parallel sessions. NIE faculty and staff discussed and shared about NIE programmes, Pedagogical Innovations, school-based partnerships, data collection and analytical methods and workplace culture.  Such events strengthen the TE21 Model by enabling greater impact of programmes, pedagogy and partnerships.  

Read more about the Staff Development Day here.

NextGen Learning 2015

An extended pedagogical repertoire is one of the key features of the TE21 Model.  The NextGen Learning held on 26 November 2015 provided faculty and student teachers the opportunity to discover and learn with an emphasis on Educational Technology.  Active participation in immersive experiential learning sessions conducted by EduTech partners help both faculty and student teachers to explore various methods for pedagogical innovations.  Learn more about this event here.

IN-Learning

Director NIE declared the opening of the new office, Centre for Innovation in Learning, in short IN-Learning at the NextGen Learning event on 26 November 2015. Formally known as Centre for e-Learning (CeL), its new name, IN-Learning reflects the expanded scope which includes supporting teaching and learning activities, initiating and introducing new pedagogies and technological tools, as well as supporting faculty in both technology- and non-technology mediated pedagogical approaches. In addition to provide relevant professional development/workshops for both faculty and students, IN-Learning will also organize seminars and conferences to facilitate the sharing of best practices and introduce new ideas to enhance teaching and learning in NIE. 

Professional Practice and Inquiry e-Portfolio

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Arising from the main recommendations of the TE21 model, the NIE e-Portfolio was introduced in 2010 as an electronic collection of authentic and diverse evidence of a student teacher’s learning and achievement over time. In 2014, the initiative was renamed Professional Practice and Inquiry to better align to its objectives of preparing teachers who are cognizant of their identity as teachers, able to inquire into their own practice and draw on theories and research to innovate their teachings that improve the learning of their students. 
 
The PPI initiative straddles across all courses and is integrated with the student teachers’ Focused Conversations during their practicum experience Essentially, we nurture teachers to espouse values informed by professional teaching beliefs, are reflective and thoughtful of their practices and have the drive to increase their professional competencies as teachers. 

TE21 Implementation Report (2012) - NIE's Journey from concept to realisation

Impl Report CoverThis report (2012) 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.

Read the TE21 Implementation Report  

TE21: A Teacher Education Model for the 21st Century

TE21 full report coverNIE 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.

View full text of TE21 Report

NOTE: Three items in the Teacher Identity of the Values, Skills and Knowledge (V3SK) Framework have been reworded: V3SK

View TE21 Executive Summary

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TE21 Student Teachers’ Learning Journey and Mindmap

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Reference material from the TE21 Summit (November 2010)

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.

Can research-based innovations really change school-based teaching and learning? –
Perspectives from a design-based mobile learning project

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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

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A summary of good pedagogical practices shared by the AGs is available here.

Sharing sessions by MOE

Photos from the TE21 Summit

Perspectives in Motivating Educators and Learners -  A Report of the NIE TE21 Roundtable Discussion

TE21 in SingTeach magazine