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Programme Features

  • The NIE Difference

    The NIE programmes combine a legacy of educational excellence with the innovation and creativity that will propel our graduates into an exciting future. We develop academic skills alongside character building and leadership skills, with a strong emphasis on values. The NIE ecosystem fully supports student-teachers with world class resources and facilities. 


    A Holistic Education

    NIE’s programmes offer a holistic education to student-teachers, emphasising values and character development. The Meranti Project gives student-teachers the opportunity to explore Character and Citizenship Education (CCE) in depth and understand the role of an educator in making this topic come alive in diverse classrooms. Student-teachers also develop greater self-awareness and are empowered to guide their students more effectively on graduation.

    The Group Endeavours in Service Learning (GESL) programme also offers student-teachers a well-rounded education, through service-learning projects that help them build empathy and social skills by understanding community needs. The programme places student-teachers in the unique position of being able to explore the social issues that surround education so that they are better aware of the broader context and responsibilities that they will face as educators.

    Holistic education at NIE also gives student-teachers the opportunity to network, learn from senior teachers and engage in essential dialogue concerning their roles and responsibilities as educators of a future generation.

    Certain features are unique to specific programmes, so do check out our various programme pages to find out more!

  • The BUILD (Building University Interns for Leadership Development) programme serves to provide a structured process for the students of the Teaching Scholars Programme at NIE to derive optimal experiences and benefits from learning and serving with relevant institutions, organisations, agencies and companies so as to develop them in their future roles as educational leaders.

    Read more at the BUILD programme page here.

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    Group Endeavours in Service Learning (GESL)
     is a service-learning community outreach programme of the National Institute of Education (NIE). Student teachers through their networking and support groups will perform the service-learning projects facilitated by an academic facilitator

    Understanding community needs through service learning

    The type of community projects undertaken will be decided by the GESL groups through their own decision-making process and resources. Each group will perform a needs analysis with an organisation or community to ascertain the scope of the project. Service and learning objectives will be determined before the group start on their project.

    Completed projects will be showcased within the NIE campus, or through other communication channels.

    GESL will be undertaken by all student teachers in NIE's initial teacher education programmes from 2005.

    For more information, please visit GESL's homepage.

  • Student teachers get the invaluable experience to be attached to an overseas partner university for a 5-week Teaching Assistantship (TA) stint. During this stint, student teachers will be attached to schools in California, Illinois, Aarhus, Copenhagen, Zurich, Taipei, Waikato, Helsinki, Stockholm, Osaka, Hong Kong and Linkoping. Besides observing their Cooperating Teachers' (CTs) teach, they will get a chance to co-teach some of the lessons. In addition, they will have the opportunity to experience a different educational system and culture. It is hoped that this stint abroad will broaden their knowledge of teaching and learning and add a global dimension to their perspectives on education and the education system. The ultimate goal is to develop into a more global-minded and culturally-sensitive individual.

    Read more at the International Practicum page here

  • The Meranti Project is a MOE-funded personal and professional development programme specially tailored for student teachers. Held over two days in groups of 20, it has the following objectives:

    a. helping student teachers to develop better self-awareness (better tuning into self);

    b. providing a clearer idea of what Character and Citizenship Education (CCE) is all about and one’s role in nurturing CCE in innovative ways in the classroom;

    c. better ideas of working with diversity in the classroom;

    d. strategies for coping with being a teacher;

    e. affirmation of choosing teaching as a career.

    With the aid of informal dialogue sessions with veteran teachers, it gives student teachers the opportunity to listen to firsthand experiences of teachers and the perspectives of student learners. The programme also makes use of open sharing sessions and ingenious games to help the student teachers experience the core competencies of social emotional learning, to share their personal aspirations with their peers and to express their opinions in an open and creative environment.

    At the end of the programme, student teachers will have a better grasp of the innovative approaches to Character and Citizenship Education and be better equipped when they begin their teaching journey upon graduation.

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    In the light of changing needs in Singapore’s education system and developments in the global educational landscape, NIE recognises its crucial responsibility in developing teachers for 21st century education.

    As we raise the education standards to meet our constantly evolving needs, our 21st century teacher education will also need to evolve to inculcate the 21st century competencies to develop teachers who will bring about the desired outcomes of 21st century education.

    Thus, 21st century teacher education calls for innovative pedagogies to bring about 21st century learning outcomes.

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    Learners today, live in a technology and media-suffused environment. This environment is characterised by instant access to information anytime anywhere, the ability to stay constantly connected and opportunity to collaborate and make individual contributions on an unprecedented scale. As new technologies emerge, learners need to learn how to use that technology quickly, appropriately and must be able to exhibit a range of functional and critical thinking skills related to information, media and technology.

    At NIE, several learning tools/technology have been developed or adopted based on their affordances that support the innovative design of our programmes and learning environment for effective teaching and learning in the 21st century.

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    In NIE, our learning environments are borderless and support a ‘porous’ school concept where seamless learning takes place across a variety of learning settings (such as formal and informal learning, individual and social learning, and learning in physical and digital environments). By leveraging on mobile technology, students can carry out cross-space learning anywhere and anytime. With the ease of access of information via Blackboard or mVideo, students can learn beyond a brick-and-mortar setting. NIE has nurturing environment with a culture of lifelong learning. With the use of innovative pedagogical design principles, ICT is being infused into our lessons.  

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    click to find out more about our collaborative classrooms

     
     
     
  • Developing teaching competence through practice

    The Practicum (or teaching practice) enables student teachers to acquire beginning teaching competencies and is a core component of every initial teacher preparation programme. During Practicum, student teachers are guided and assisted by their cooperating teachers and NIE supervisors through systematic observations, assistance and advice. They will have opportunities to become involved with and actively participate in all aspects of the school's activities. Through these experiences, they will learn to link theory and practice, and to acquire the understanding and skills necessary for teaching effectively in a range of classroom situations.

    Generally, Practicum takes the form of a shorter period of attachment to schools for school experience and teaching assistantship, and another of a longer duration for block teaching. The duration of each of these components varies from programme to programme, and at different stages of the initial teacher preparation. For every practicum, arrangements are made with the schools (with input from MOE) to provide opportunities for the student teachers to teach their subjects of specialisation to intact classes.

    The Associate Dean, Practicum & School Partnerships (AD/PSP) oversees the Practicum and also looks at ways of enhancing communication channels between NIE and schools.

    To find out more about the Practicum for the programme that you are enrolled in, you can visit the Practicum home page.

  • NIE’s Professional Practice and Inquiry initiative seeks to prepare teachers who are cognizant of their identity as teacher, able to inquire into their own practice and draw on theories and research to innovate their teachings that improve the learning of their students. As such, 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.

    Read more at the PPI page here.

  • National Institute of Education (NIE) is a leading teacher training institution. We offer broad-based and multi-disciplinary curricula to our student teachers. To complement our diverse student population, we offer comprehensive global education opportunities with renowned universities like Helsinki University, Linkoping University, Stockholm University, VIA College, Boston College, Hong Kong Institute of Education and Sydney University. Student teachers can choose to do a semester at our partner universities to gain a more international outlook in the hope that they develop into global-minded and culturally-sensitive individuals. 

    Read more at the Semester Exchange page here