visu-3

Signature Initiatives

  • Initial Teacher Preparation at NIE

    NIE's programmes provide student teachers with a strong educational foundation, pedagogies for effective teaching and specialized subject knowledge in at least one academic discipline. Our initial teacher preparation programmes offer three teaching tracks for teaching at either the primary, secondary or junior college levels. There are multiple pathways catering to student teachers with diverse educational backgrounds. Apart from the Bachelor of Arts/ Science (Education) programmes which prepares student teachers for teaching either at the primary or secondary levels, NIE also offers the Postgraduate Diploma in Education for university graduates with three teaching tracks (Primary, Secondary and Junior College) and the Diploma in Education for those with pre-university qualifications mainly for teaching at the primary level and at the lower secondary level for some specialised subjects. A more recent offering is the part-time Bachelor of Education programme, which is a pathway for non-graduate teachers currently teaching at the primary and early childhood levels, to upgrade their academic qualifications and to obtain a basic degree.


    Integrated Continuum Milestone Programmes within the Teaching Track

    The Teacher-Leaders Programme (TLP) is an integrated continuum of milestone programmes for appointed Senior Teachers, Lead Teachers and Master Teachers. It strives to provide pedagogical leadership and mentorship to enhance professional excellence within the teaching track. NIE implements TLP, with the Academy of Singapore Teachers providing the necessary support and coordination of learning resources within MOE to enhance the participants’ learning experience. Across all milestone programmes, the learning modules are designed to support the attainment of the five Teacher Outcomes: The Ethical Educator, The Competent Professional, The Collaborative Learner, The Transformational Leader and The Community Builder. These teacher outcomes are articulated through the seven Learning Dimensions of the Teachers' Growth Model.


    Underpinning Philosophy

    Attributes of a 21st Century Teaching Professional: A Compass for 21st Century Teacher Education

    NIE's initial teacher preparation is one that is very strongly pivoted on three-pronged set of values (V) with skills (S) and knowledge (K) needed of a 21st Century teaching professional wrapped around the central pillar of values. The V3SK framework represents the underpinning philosophy of teacher education at NIE. Key to this framework is a clear reiteration of NIE’s belief that the learner is the centre of our teacher education mission. The V3SK framework guides the design, delivery and enhancement of NIE’s programmes and courses and aims to develop teachers who requisite values, skills and knowledge necessary to function in the 21st Century classroom. This framework is premised along three value paradigms: learner-centredness, teacher identity and service to the profession and the community. Learner-centredness puts the learner at the heart of teachers’ work, while the paradigm of teacher identity outlines the clear attributes the teacher must possess in order to bring about strong learning outcomes in a rapidly changing world. Service to the profession and the community spells out teachers’ commitment to their profession through active collaborations with members of the fraternity and striving to be better practitioners with a view of benefitting the community as a whole. Finally, the skills and knowledge spelt out in this framework refer to key skills and knowledge competencies that 21st Century teaching professional require in order to bring about 21st Century literacies and learning outcomes. These skills and competencies are closely aligned with the Ministry of Education’s articulation of desired student outcomes as outlined in their Curriculum 2015 (C2015) document.

    v3sk_new
    Unique Selling Point and Strengths

    The strength of our initial teacher preparation lies in the very strong integration between content and pedagogical preparation, the design and development of which is strongly backed by evidence-based educational research. A strong tripartite model between NIE, Schools and MOE is seen through the many school-based practicum postings enabling student teachers an opportunity to translate theoretical knowledge to practical application in teaching and learning. Theory-practice linkage is enhanced through a range of innovative approaches such as a developmental model for the practicum component, appropriate use of case methods such as Problem-Based Learning projects, effective use of blended learning and use of authentic assessment such as portfolio evaluation.

    All NIE student teachers also complete a one-year service-learning project which helps to develop the holistic person in the student teacher. Service-learning aims to foster values such as care, respect for diversity, a collaborative team spirit, professional commitment and dedication. From 2010 onwards, all student teachers will also undergo a personal and professional development 2-day non-residential project known as the Meranti project. The overall objectives of the Meranti Project include: helping student teachers to develop better self-awareness (better tuning into self); providing a clearer idea of what National Education is all about and one’s role in nurturing NE in innovative ways in the classroom; better ideas of working with diversity in the classroom; strategies for coping with being a teacher; and an affirmation of choosing teaching as a career. Our programmes aim to provide a holistic educational experience for our student teachers so that they can develop into the 21st Century teaching professional ready to bring about enhanced learning outcomes for students in the 21st Century classroom.

  • In the current 21st century, teachers need new sets of values, skills and knowledge. NIE is addressing these new challenges through continual refinement and enhancement of its teacher education programmes. Essential attributes for teachers in the 21st century include developing:

    1. A Stance: Personal and social emotional intelligence.
    2. Ways of thinking: The ability to understand the underlying causes or nature of new situations, to think, devise and sort alternative and appropriate course of actions, and to understand the consequences of courses of action.
    3. Diagnostic maps: The schemas developed from past problem-solving experiences that enable teachers to be successful in their way of thinking.
    4. Generic skills and knowledge: a) ability to self-regulate continuous professional learning, b) interpersonal skills necessary to work well with others, c) communication and IT skills.
    5. Profession specific skills and knowledge: The up-to-date skills and understanding needed to excel as a teacher.

    In today's highly globalised and competitive world, Singapore's education system has evolved to one that is 'ability-based, aspiration-driven'. NIE itself has to be fast and nimble to adapt, change and grow to be able to prepare and equip teachers to succeed in the changing education landscape.

    Today's teachers need to help pupils gain both an understanding of existing information as well as to generate better ideas using the current knowledge base. This requires teachers to have strong content knowledge and the ability to make thinking visible among their pupils. Teachers also need to be adept in using new digital technologies including graphical and interactive interface to facilitate learning and teaching.

    The need to function in an increasingly globalised world requires teachers to have multicultural literacy which is knowledge of cultures and languages. Understanding and respect for diversity is an important element for teachers. Opportunities for service-learning, both overseas and local, serve as a platform for expanding teachers' multicultural literacy. Teachers must be able to facilitate learning in an integrated approach, helping pupils learn how to access, evaluate, synthesise information and contribute to the generation of knowledge.

    NIE's initial teacher preparation programmes provide ample teaching and learning opportunities which employ innovative pedagogies to integrate the use of technologies, inquiry and problem-based approaches and higher order thinking skills that ultimately help our teachers develop the essential values, skills and knowledge needed to function effectively in the 21st century classroom.

  • "NIE plays a critical role in developing a teaching service that is equipped for the future. Through its training of new teachers and upgrading of serving teachers, NIE is an important partner with the Ministry in building a strong education system."

    ...Mr Teo Chee Hean, Former Minister for Education, Teachers' Investiture Ceremony (6 January, 2001) cited in Forging Ahead Embracing the Future.

    The Ministry of Education (MOE) oversees all educational policy in Singapore, including those related to teacher education. NIE as the sole institution responsible for educating teachers, administrators, and para-educators in Singapore has played an integral partnership role in developing a corps of dedicated, high quality teachers, school leaders and education professionals.

    NIE works closely with MOE in integrating key policies and initiatives into our teacher preparation programmes. NIE's mission to provide a relevant teaching workforce entails that the curriculum at NIE be cognizant of nationwide policies and initiatives implemented by the MOE such as Curriculum 2015 (C2015), Primary Education Review Initiatives (PERI), Thinking Schools, Learning Nation (TSLN), Master plan for IT in Education 1, 2 and 3 (MP1, 2 & 3), National Education (NE), Desired Outcomes of Education (DOE), Teach Less, Learn More (TLLM), Innovation and Enterprise (I&E) and Social and Emotional Learning (SEL).

    NIE also partners with MOE and schools in a tripartite relationship to provide student teachers with a school-based practicum that enables them to translate the knowledge and skills learnt on campus into practice in their classrooms. The NIE's Practicum Partnership Model prepares the student teachers to take on the challenges of the 'real' classroom by involving schools in teacher preparation, and getting school practitioners to be centrally involved in the supervision of teaching practicum.

    Together, MOE and NIE regularly build representative teams to collaborate for collective and structural reviews to implement research-based best practices, incorporate curricula changes and to review existing programmes.

    Research conducted at the Office of Educational Research is funded by the MOE and aims which to help promote and improve research-based pedagogical practice both at NIE and at schools.

  • header_Pedagogical Approaches3
    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.

    Click on the icons to find out more about our pedagogical appoaches.

    Active Learning2    Appreciative Inquiry2    btn_collaborative_learning2    pedagogy items_btn_flipped    pedagogy items_btn_mLearning2     

    header_Tools & Technologies2
    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.

    Click on the icons to find out more about our tools and technologies.

     IoT@NIE     NIE eSLOT     mgeo2     mvideo2     wellsaid2     BB2

    IoT@NIE


    NIE eSLOT


    NIE mGeo


    NIE mVideo

    NIE WellSaid

    GeNIEus

    header_Learning Environment2
    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.

    Click on the icon to find out more about our collaborative classrooms.

    Mediated Learning Lab2    collaborativeclassroom_btn2   
  • The NIE GEII serves to support projects and collaborations that drive the institute’s international strategic interests. Find out more about the NIE GEII here.