Conceptualizing Teacher Preparation for Educational Innovation: Singapore’s Approach

• In Event: Educational Policy Innovations: Leveling Up and Sustaining Educational Achievement

Abstract

Purpose
This paper examines the systematic efforts that Singapore takes to enhance our teacher education model in order to prepare teachers who are able to meet the challenges of preparing their students for the realities of the 21st century global workplace and society. Specifically, it focuses on the key reform measures and strategies in the Teacher Education Model for the 21st Century (TE21), which was the outcome of a systematic review of our teacher education programmes undertook by the National Institute of Education (NIE), Singapore, in partnership with the Ministry of Education (MOE) and the schools, using the revised National Curriculum and 21st century competencies (21CC) as a key guide.


Perspectives
As the global landscape evolves, there is a strong push for educators to examine and incorporate within the education system the competencies paramount for survival in the 21st century. In the unique tripartite partnership between MOE, the NIE, and schools, Singapore took up the challenge of creating a 21st century education system. This tight and strong partnership allows research to inform policy, and policy, in turn, to be translated seamlessly into schools. As a critical element in the education system, teacher education in Singapore emphasises on the three success factors of relevance, responsiveness and rigor. It is envisioned that high quality teacher education programmes must be able to prepare teachers with the relevant attributes (values, skills and knowledge) to not just keep abreast with the times but also to be ahead of their time.

Method and data
This is a descriptive study of the reform approaches in teacher education in Singapore. Major data sources include the blueprint developed by NIE for teacher education in the 21st century (TE21 report), teacher education programme implementation report, government reports, scholarly articles as well as web-based materials.

Results and conclusions
In 2009, NIE undertook a systematic review of our teacher education programmes in partnership with the MOE and the schools. The outcome of our review is the Teacher Education Model for the 21st Century (TE21), focusing on a set of Graduand Teacher Competencies (GTCs) and three key attributes of the 21st century teaching professional: Values, Skills and Knowledge, conceptualized as the V3SK framework. TE21 model is firmly anchored in values. The three-pronged sets of values essential for the 21st century teacher include learner-centredness, teacher identity, and contribution to the profession and community. NIE has undergone key changes in the Curriculum, Pedagogies, Assessment, Theor-Practice Linkages and Physical Infrastructure to help translate the theoretical recommendations into actual implementation. To measure and assure the success of TE21, NIE conducts systematic programme evaluations and research to inform the policy and practice of our teacher education programmes. Moving ahead, NIE is also devoted to research on and learning from other high performing education systems.

Significance
This presentation reveals how Singapore conceptualizes and implements holistic systemic reforms in teacher preparation to allow students to meet the challenges of 21st century education. It showcases what systemic coherence means in order to translate policies into practice through fidelity in implementation.

Authors

• Sing Kong Lee, National Institute of Education, Singapore

• Ee-Ling Low, National Institute of Education - Nanyang Technological University