A Panel Discussion on Building an Evidence-base for Teacher Education
Monday, 18 June 2018
Prof Low Ee Ling
Prof Low Ee Ling, Chief Planning Officer at the Director's Office and Professor at the English Language & Literature Academic Group, NIE, led a panel discussion at NIE on 1 March 2018. The panel discussion which also consisted of Prof Alexander See Shing Yeung and Prof Peter Gordon Taylor, was on “Building an evidence-base for teacher education: a longitudinal study”.
The panel discussion was drawn from a suite of projects which aim to establish an initial evidence-base for the continual review and enhancement of initial teacher education (ITE) and early career teacher professional learning and development (TPL&D) within Singapore. The suite of projects are as follows:
- Building an Evidence-Base for Teacher Education: Phase II
- Building an Evidence-Base for Teacher Education - Phase I
- An exploratory study of beginning teacher mentoring practices in Singapore
- Building an Evidence-Base for Initial Teacher Education (ITE) in NIE: A Bridging Project
- Building an Evidence-base for Initial Teacher Preparation (ITP) in NIE: A Formative Project
The research projects represent a first step in building an evidence-base for the continual review and enhancement of Initial Teacher Education (ITE) and early career teacher professional learning and development within Singapore. The study tracked student teachers’ teaching and learning experiences from pre-ITE (e.g. contract teaching, relief teaching) to ITE (e.g. ITE courses, practicum) and into their 1st and 2nd years of teaching (teaching experiences and professional development). Both cross-sectional and longitudinal methods were used in the study.
During the panel discussion attended by NIE Faculty and researchers, Prof Yeung shared his expertise on designing tools for longitudinal studies and Prof Taylor shared his expertise on designing overall conceptual framework for longitudinal studies. The sharing and dissemination of results aim to contribute to teacher recruitment policy and provide empirical evidence to inform mentoring practices and policies.