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Search Results for 'Singapore'
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1   |   From section Teacher Education Programs
The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers’ Knowledge: A Five Country Analysis Using TEDS-M Data
This study examined the associations between teacher preparation components and the knowledge of teaching candidates based on data from the TEDS-M study. The findings reveal that the number of mathematics content courses taken has an effect on teaching candidates’ level of MCK in three countries. Specifically, the authors found that taking courses in discrete structure and logic had an effect on MCK in Chinese Taipei, Spain, and Switzerland. Furthermore, they found that taking courses in continuity and functions had an effect on MCK in Chinese Taipei, Switzerland, and the USA.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
2   |   From section Trends in Teacher Education
Teacher Education Futures: Today’s Trends, Tomorrow’s Expectations
This article investigate teacher educators’ views of current trends and their consequences for teacher education futures. The findings reported give voice to the expert participants. The data were then used to develop the discussion which comprised two scenarios. Two major fields of change are identified here and these are used to imagine different futures through the use of a two-dimensional model. The two major fields identified from the discussion are a continuum on location of teacher education, from school based to university based, and a continuum on autonomy and regulation, ranging from high government regulation to self-regulation by the profession.
Publication Year: 2013    |    Updated in ITEC: May 8, 2017
3   |   From section Teacher Education Programs
Special Education Teacher Preparation in Singapore’s Dual Education System
This article aims to describe Singapore’s dual education system as well as teacher preparation in a country that educates many students with disabilities in a separate environment. The focus will be on three of the factors critical to understanding comparative work: the goals and purposes of inclusive education and inclusive policy, the past and present state of Singapore with regard to policy and governance, and teacher training in the context of dual education.
Publication Year: 2016    |    Updated in ITEC: April 4, 2017
4   |   From section Instruction in Teacher Training
Promoting Teacher Learning Through Learning Study Discourse: The Case of Science Teachers in Singapore
This study aimed to explore the influence of Singapore teachers’ beliefs on enacting new curricular content. Furthermore, as an attempt to address the gap in learning study literature, the authors also wanted to explore how the teachers’ beliefs changed and in turn prepared them to deal with new curricular initiatives. The outcome of the analysis resulted in capturing three ways the participating teachers experienced their own learning: (1) increased degrees of student-centered pedagogy and challenges to teachers’ prior assumptions about science pedagogy; (2) increased awareness of possibilities and limitations of their beliefs about science pedagogy; and (3) emergence of new understandings about new curricular content and science pedagogy.
Publication Year: 2013    |    Updated in ITEC: April 14, 2016
5   |   From section Beginning Teachers
Subdued By The System: Neoliberalism and The Beginning Teacher
This study examined, through the lens of narrative inquiry, the lived experience of a beginning teacher during her first two years in a neoliberal school system. This narrative inquiry has revealed how an idealistic beginning teacher, enamoured with a constructivist pedagogy and eager to teach and inspire, was engulfed by a neoliberal school culture and taught in a way antithetical to what she had believed. The authors conclude that this story illustrates how neoliberal thinking and practice have impacted the lived experiences of an ordinary beginning teacher and helps to illuminate potential causes of tension and conflict that novice teachers in Singapore are likely to encounter in their induction into the profession and their adoption of alternative pedagogies to teach against the grain of educational neoliberalism that has taken a stranglehold on Singapore’s school system.
Publication Year: 2014    |    Updated in ITEC: August 3, 2015
6   |   From section Theories & Approaches
Cultural–Historical Activity Theory Perspectives on Constructing ICT-Mediated Metaphors of Teaching and Learning
Drawing on cultural historical activity theory (CHAT), this study explores ways of using information and communication technology (ICT) tools in pre-service teacher education to enhance and mediate the construction of metaphors of teaching and learning. The analysis revealed that ICT-mediated metaphors provided a unique opportunity for pre-service teachers to interact with teacher educators and peers.
Publication Year: 2012    |    Updated in ITEC: June 15, 2015
7   |   From section Preservice Teachers
Singaporean Pre-service Teachers’ Beliefs about Epistemology,Teaching and Learning, and Technology
This qualitative study examines seven pre-service teachers’ epistemological beliefs, their beliefs about learning and teaching, and their perceptions about the use of ICT. Seven pre-service teachers attending a one-year Postgraduate Diploma for Education program at the National Institute of Education in Singapore were randomly selected to participate in this study. The findings suggest that pre-service teachers’ beliefs about learning seem to align with their epistemological beliefs, while their beliefs about teaching are inconsistent with their epistemological beliefs. On the other hand, the pre-service teachers in this study would use ICT in ways that are more aligned with their beliefs in teaching rather than their beliefs in learning.
Publication Year: 2011    |    Updated in ITEC: May 28, 2017
8   |   From section Theories & Approaches
The Role of Opportunity to Learn in Teacher Preparation: An International Context
The present article set out to examine the issue of whether opportunity to learn (OTL) was related to mathematics and mathematics pedagogy knowledge for future middle school mathematics teachers and for future elementary teachers who will likely teach mathematics. The authors used data from 81 randomly sampled U.S. public and private institutions as well as international data from top-achieving countries. The results showed major differences in course taking between the A+ countries and the United States, especially for lower secondary preparation programs.
Publication Year: 2011    |    Updated in ITEC: January 1, 2014
9   |   From section Instruction in Teacher Training
Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge
This article examined across 15 countries to what extent primary teacher education can be regarded as effective and the possible reasons for inequity. The effectiveness of teacher education was examined by taking two indicators into account: future teachers’ mean achievement on a paper-and-pencil test as an indicator of quality, and the variability of teacher achievement due to background characteristics as an indicator of equity. The authors conclude that none of the TEDS-M countries was successful on both indicators of teacher education effectiveness with respect to background characteristics, gender, and language. Singapore and Taiwan may be regarded as the most effective teacher education systems, with high achievement and gender equity on MPCK and high achievement and language.
Publication Year: 2011    |    Updated in ITEC: March 8, 2014
10   |   From section Theories & Approaches
Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries
This article examines the effectiveness of teacher education programs from fifteen countries with respect to mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) as cognitive outcomes after equalizing their teacher intake. Data from the comparative TEDS-M study revealed that the mathematics content knowledge (MCK) and the mathematics pedagogical content knowledge (MPCK) of primary teachers differed significantly at the end of teacher education between the participating countries and between teacher education programs within countries.
Publication Year: 2012    |    Updated in ITEC: October 30, 2013
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