Teacher Education

Description of Task Force

The 21st century is characterised by rapid globalisation, knowledge-based economy and an increasingly diverse and complex world. In this dynamic environment, education has to be structured to meet current needs while anticipating emerging trends and challenges for students and the education system. Evidence from around the world confirms that the most important factor in determining the effectiveness of the school system is the quality of its teachers. Apart from structures, standards, and stereotypes, teacher quality involves calling, continuous learning and development, reflection, critical/inquiry thinking, and research. In other words, there is a need for teachers to be professional leaders, hence the role of teacher education research. Research in teacher education examines the early career development of teachers’ professional learning, competence, and identity. It looks at the impact of pre-service teacher education programmes and subsequent teacher professional learning and development on the improvement of professional competencies and teacher identity. Through collecting, synthesising, and analysing comprehensive data, research in teacher education will establish a series of evidence that connects teacher preparation and post-pre-service experiences to the development of key professional teacher competencies; to the impact of these competencies on teachers’ teaching practice; and to student learning outcomes. In the long run, enrichments in quality and capacity of research in this field will create knowledge in greater measure and are vital to the better and healthy future of Singapore’s education system.

List of team members:

List of team members' publications related to the research theme:

  • Liu Woon Chia
    • Chye, S. Y., Liau, A. K., & Liu, W. C. (2012). Student teachers’ motivation and perceptions of e-portfolio in the context of problem-based learning. Asia-Pacific Education Researcher, 21, 1–9.
    • Liu, W. C., Liau, A. K., Tan, O. S. (2009). E-portfolio in PBL: Scaffolding thinking and learning in pre-service education. In O. S. Tan (Ed.), Problem-based learning and creativity(pp. 205–223). Singapore: Cengage Learning Asia Pte Ltd.
    • Liu, W. C., Tan, G. C. I, & Hairon, S. (2014). Developing Teacher Competency through Practice in Singapore. In J. Calvo de Mora & K. Wood R. J. (Eds.), Practical knowledge in teacher education – Approaches to teacher internship programs. Abingdon: Routledge.
    • Liu, W. C., Tan, G. C. I, & Hairon, S. (2014). Developing Teacher Competency through Practice in Singapore. In J. Calvo de Mora & K. Wood R. J. (Eds.), Practical knowledge in teacher education – Approaches to teacher internship programs. Abingdon: Routledge.
    • Liu, W. C., & Tan, O. S. (2014). Teacher Effectiveness: Beyond Results and Accountability. In O. S. Tan & W. C. Liu (Eds.), Teacher effectiveness: Capacity building in a complex learning era. Singapore: Cengage Asia.
    • Tan, O. S., & Liu, W. C. (2014). Developing effective teachers for the 21st century: A Singapore perspective. In Tan, O.S., & Liu, W.C. (Eds.), Teacher effectiveness: Capacity building in a complex learning era. Singapore: Cengage Asia.
    • Tan, O.S., & Liu, W.C. (Eds.). (2014). Teacher effectiveness: Capacity building in a complex learning era. Singapore: Cengage Learning.
    • Tan, O. S., Liu, W. C. & Low, E. L. (2012). Educational Reforms and Teacher Education Innovations in Singapore. In O. S. Tan, (Ed.), Teacher education frontiers: International perspectives on policy and practice for building new teacher competencies (pp. 71–92). Singapore: Cengage Learning Asia.
    • Wang, C. K. J., & Liu, W. C. (2008). Teachers’ motivation to teach national education in Singapore: A self-determination theory approach. Asia Pacific Journal of Education, 28(2), 200–212.
  • Chua Bee Leng
    • Chua, B. L., & Chye, S. (under review). Nurturing 21st century educators: An EPIIC perspective. In Tan, O. S., Liu, W. C., & Low, E. L. (Eds.), Teacher education in the 21st century: Singapore’s evolution and innovation, Singapore: Springer.
    • Chua, B. L., Tan, O. S., & Liu, W. C. (under review). Pedagogical interfaces in a problem-based learning environment: Cognitive functioning at problem-based learning stages. In Yong, H. C., Caleon, I. S., & Kapur, M. (Eds.), Authentic problem solving and learning in the 21st century. Singapore: Springer Science & Business Media.
    • Chua, B. L., Tan, O. S., & Liu, W. C. (under review). Journey into the problem-solving process: Cognitive functions in a PBL environment. Innovations in education and teaching International.
    • Chua, B. L., Tan, O. S., & Liu, W. C. (under review). Using technology to scaffold problem-based learning in teacher education: Its tensions and implications for educational leaders. In Koh, C. (Eds), Motivation, leadership and curriculum design – Engaging the net generation and 21st century learners. Singapore: Springer
    • Liu, W. C., Koh, C., & Chua, B. L. (under review). Developing thinking teachers through learning portfolios. In Tan, O. S., Liu, W. C., & Low, E. L. (Eds.), Teacher education in the 21st century: Singapore’s evolution and innovation. Singapore: Springer.
    • Nie, Y., Tan, G. H., Liau, A., Lau, S., & Chua, B. L. (2013). The roles of teacher efficacy in instructional innovation: Its predictive relations to constructivist and didactic instruction. Educational Research for Policy and Practice, 12, 67–77.
    • Zhou, M., & Chua, B. L. (in press). Using blended learning design to enhance learning experience in teacher education.International Journal on E-Learning
  • Low Ee Ling
    • Low, E. L. (2013). Group endeavours in service-learning (GESL) in the National Institute of Education: Experiential/ service learning in a teacher training programme. Journal of the NUS Teaching Academy (JNUSTA), 3(2), 67–70.
    • Low, E. L. (2014). Singapore’s English language policy and language teacher education: A foundation for its educational success. In S. K. Lee, W. O. Lee & E. L. Low (Eds.), Educational policy innovations: Levelling up and sustaining educational achievement. Amsterdam: Springer.
    • Low, E. L., Hui, C., Taylor, P. G., & Ng, P. T. (2012). Towards Evidence-based Initial Teacher Education in Singapore: A Review of Current Literature. Australian Journal of Teacher Education, 37(5), 65–77.
    • Low, E. L., Lim-Teo, S. K., Ch'ng, A. & Goh, K.C. (2011). Pre-service teachers’ reasons for choosing teaching as a career. Asia-Pacific Journal of Education, 30(4), 195–210.
    • Taylor, P. G., Low, E. L., Lim, K. M. & Hui, C. (2013). Making Learning Visible in Initial Teacher Education: A Pedagogical Characterisation Scheme. Educational Research for Policy and Practice, 1–17.
    • Yeung, A. S., Taylor, P. G., Hui, C., Lam-Chiang, A. C., & Low, E.-L. (2012). Mandatory use of technology in teaching: Who cares and so what? British Journal of Educational Technology, 43(6), 859–870.
    • Yeung, A. S., Lim, K. M., Tay, E. G., Lam-Chiang, A. C., & Hui, C. (2012). Relating use of digital technology by pre-service teachers to confidence: A Singapore survey. Australasian Journal of Educational Technology, 28(8), 1317–1332.
  • Caroline Koh
    • Koh, C. (2009). Assessment Strategies in Problem-based Learning. In J. Ee & O. S. Tan (Eds.), PBL made simple: Lessons for the classroom (pp. 81–94). Singapore: Cengage Learning Asia.
    • Koh, C., Liu, W. C., Chye, S., & Divaharan, S. (2013). Student teachers’ views on national education: The need for greater alignment between policy and praxis. Asia Pacific Journal of Education. doi:10.1080/02188791.2013.810142
    • Koh, C., Wang, C. K. J., Tan, O. S., Liu, W. C, & Ee, J. (2009). Bridging the gaps between students’ perceptions of group project work and their teachers’ expectations. The Journal of Educational Research, 102(5), 333–348.
  • Joyce Koh Hwee Ling
    • Koh, J. H. L. (2013). A TPACK assessment rubric for evaluating teachers’ conceptions of Meaningful Learning with ICT during lesson planning. Australasian Journal of Educational Technology, 29(6), 887–900.
    • Koh, J. H. L., & Chai, C. S. (2014). Teacher clusters and their perceptions of Technological Pedagogical Content Knowledge (TPACK) development through ICT lesson design. Computers and Education, 70, 222–232.
    • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the Technological Pedagogical Content Knowledge of Singapore preservice teachers with a Large-Scale Survey. Journal of Computer Assisted Learning, 26, 563–573.
    • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2014). Demographic factors, TPACK constructs, and teachers’ perceptions of constructivist-oriented TPACK. Journal of Educational Technology and Society, 17(1), 185–196.
    • Koh, J. H. L., Chai, C. S., & Lee, K. S. (2013). Design opportunities and their impact pre-service teachers’ perception of Technological Pedagogical Content Knowledge. Global Chinese Journal of Computers in Education, 10(1), 20–35.
    • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2013). Examining practicing teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: A structural equation modeling approach. Instructional Science, 41(4), 793–809.
    • Koh, J. H. L., & Divaharan, S. (2013). Towards a TPACK-fostering ICT instructional process for teachers: Lessons from the implementation of Interactive Whiteboard instruction. Australasian Journal of Educational Technology, 29(2), 233–247.
    • Koh, J. H. L., & Divaharan, S. (2011). Developing pre-service teachers’ technology integration expertise through the TPACK-Developing Instructional Model. Journal of Educational Computing Research, 44(1), 35–58
  • Peter Teo Chin Soon
    • Kramer-Dahl, A., Teo, P., & Chia, A. (2007). Supporting knowledge construction and literate talk. Linguistics and Education, 18(2), 167–199.
    • Teo, P. (2008). Outside-in/inside-out: Bridging the gap in literacy education in Singapore classrooms. Language and Education, 22(6), 411–431.
    • Teo, P. (2013). ‘Stretch your answers’: Opening the dialogic space in teaching and learning. Learning, Culture and Social Interaction, 2(2), 91–101.
    • Teo, P., & Kramer-Dahl, A. (2011). Of monsters and mayhem: Teaching suspense stories in a Singapore classroom. Journal of Writing Research, 3(1), 19–49.

List of projects from this research group:

  1. CRP 20/03 AK: Literacy Practices in Secondary Schools: Expanding Textual Repertoires (2003–2005)
  2. ER 4/11 CK: Evaluating the E-portfolio as a Pedagogical Tool for Initial Teacher Education
  3. OER 13/09 LEL: Building an Evidence-base for Initial Teacher Preparation in NIE: A Formative Project (Aug 2009–May 2011)
  4. OER 12/10 KHL: Understanding and Profiling Teachers' Technological Pedagogical Content Knowledge (TPACK) Development Patterns
  5. OER 4/10 LEL: Building an Evidence-base for Initial Teacher Education (ITE) in NIE: A Bridging Project (Dec 2010–Dec 2011)
  6. OER 04/11 CK: Evaluating the E-portfolio as a Pedagogical Tool for Initial Teacher Education
  7. OER 6/11 ZMM: E-Portfolios as a Tool to Assess and Promote Student Teachers' Learning and Development
  8. OER 15/11 LEL: Building an Evidence-base for Teacher Education: Phase I (Jan 2012–Mar 2014)
  9. OER 4/12 TCS: Exploring the dialogic space in teaching: A study of pre-university classroom talk (2012–2014)
  10. OER 11/12 HHQ: Integrating Classroom Discourse Corpus for Reflective Practice and Professional Development (2012–2014)
  11. OER 5/13 KHL: Developing Teachers’ Technological Pedagogical Content Knowledge for 21st Century Learning (TPACK-21CL) through Design Thinking
  12. OER 14/13 LEL: Building an Evidence-base for Teacher Education: Phase II (Jan 2014–Dec 2015)
  13. Problem-Based Learning (PBL) in Teacher Education:  Using Technology to Transform An Educational Psychology Course (2008-2009)
  14. RS 4/10: Field Experience in Teacher Education: Insights on Motivational Processes and Theory-practise nexus
  15. RI 2/11 NY: Promoting Autonomous Motivation in In-service Teacher Training Through Problem-based Learning with Self-determined Problem
  16. RS 6/13 CBL: e-Portfolio as a Tool to Develop Autonomous Thinking Teachers
  17. Student Teachers’ Perceptions and Experience of National Education: Insights into their Learning and Motivation
  18. Teacher Education for the 21st Century: Developing Teachers Who Are Thoughtful, Reflective and Inquiring. International Research Network, World Education Research Association (2012–2015)