21st century learners call for 21st century teachers.

NIE Teacher Education Model for the 21st Century

21st century learners call for 21st century teachers. TE21 is the acronym for the new Model of Teacher Education for the 21st Century at NIE.

Thus far, the 21st century has been characterised by knowledge driven economies, rapid information exchanges and fast-moving communication technologies which have created new demands on education systems worldwide.

In the 21st century landscape, education must focus on nurturing the whole child – morally, intellectually, physically, socially and aesthetically.

Students need to acquire new knowledge, skills and dispositions to ensure their survival and success as individuals, as members of the community, and as citizens of our nation.

To achieve this, you as a teacher-to-be must develop to be able to undertake greater responsibilities as you will be at the forefront of educating our youth.

It is now universally accepted that the quality of the teaching force determines the quality of education.

As we raise the education standards for our children, you as 21st century teachers will also need the right values, skills and knowledge to be effective practitioners who will bring about the desired outcomes of education.

What is TE21 to the Student-Teacher?

As a student-teacher, your learning journey at NIE will be anchored by two key pillars of the TE21 Model: the V3SK philosophy of teacher education, and the GTC Framework of professional standards, benchmarks and goals.

Values3, Skills and Knowledge (V3SK) Model

The V3SK represents the underpinning philosophy of teacher education at NIE. It guides the design, delivery, and enhancement of NIE's programmes and courses, to develop teachers who possess the positive values (Learner-centred Values, Teacher Identity and Service to the Profession and Community), necessary skills, and depth and breadth of knowledge.

Attributes of the 21st Century Teaching Professional

Graduand Teacher Competencies (GTC) Framework

The GTC Framework articulates a set of professional standards and goals which integrates the V3SK model and the MOE competencies framework for beginning teachers, using three performance dimensions – professional practice, leadership & management and personal effectiveness.

The GTC Framework will be used in evaluating student-teacher outcomes. It provides mentors with a good developmental framework to work with, and student-teachers with a common baseline to work towards. The framework also provides clear expectations for stakeholders in terms of the competencies of NIE graduands.

  • Capacity Building
    where each graduating teacher should be able to demonstrate the achievement of the defined competency

    Awareness
    where graduating teachers are aware of what these competencies mean, but are not yet able to demonstrate their achievement as professional capacities

  • Performance Dimensions Core Competencies
    Professional Practice
    1. Nurturing the whole child [Capacity Building]
    2. Providing quality learning of child [Capacity Building]
    3. Providing quality learning of child in CCA [Awareness]
    4. Cultivating Knowledge:
      1. with subject mastery [Capacity Building]
      2. with reflective thinking [Capacity Building]
      3. with analytic thinking [Capacity Building]
      4. with initiative [Awareness]
      5. with creative teaching [Awareness]
      6. with a future focus [Awareness]
  • Performance Dimensions Core Competencies
    Leadership & Management
    1. Winning Hearts and Minds
      1. Understanding the Environment [Awareness]
      2. Developing Others [Awareness]
    2. Working with Others
      1. Partnering Parents [Awareness]
      2. Working in Teams [Capacity Building]
  • Performance Dimensions Core Competencies
    Personal Effectiveness
    1. Knowing Self and Others
      1. Tuning into Self [Capacity Building]
      2. Exercising Personal Integrity and Legal Responsibilities [Awareness]
      3. Understanding and Respecting Others [Capacity Building]
      4. Resilience and Adaptibility [Capacity Building]