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Singapore Teachers’ Pre-service Training and Professional Development S.K. Lee Dean, Graduate Programmes & Research National Institute of Education Nanyang.

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Presentation on theme: "Singapore Teachers’ Pre-service Training and Professional Development S.K. Lee Dean, Graduate Programmes & Research National Institute of Education Nanyang."— Presentation transcript:

1 Singapore Teachers’ Pre-service Training and Professional Development S.K. Lee Dean, Graduate Programmes & Research National Institute of Education Nanyang Technological University

2 National Institute of Education More than 50 years of history Almost all teachers in Singapore are trained in NIE Autonomous institute within Nanyang Technological University All budget funding is provided directly from the Ministry of Education Provide pre-service training, professional development, school leadership preparation and educational research

3 Pre-service Training Early model involves work & training together Full time training programmes All trainees are recruited by the Ministry of Education and are employees of the Ministry while under training All trainees are fully sponsored by the Ministry of Education

4 Pre-service Training The programmes available provide opportunities to different groups of trainees  1-year Postgraduate Diploma in Education (PGDE) for graduates  4-years degree BA/BSc (Education) Programme for high school graduates  2-years Diploma Programme for high school graduates

5 Pre-Service Training Framework for Initial Teacher Education Programmes Developing Education Professionals Innovation Independent learning Critical thinking, Commitment and Service.

6 Desired Attributes Framework Pedagogical Skills Interpersonal Skills Reflective Skills Personal Skills Administrative & Management Skills Educational Foundation & Policies Content Curriculum Pupil Pedagogy Self Care and concern for all pupils Respect for diversity Commitment and dedication to the profession Collaboration, sharing and team spirit Desire for continuous learning, excellence & innovation Skills Knowledge Values Belief that all pupils can learn

7 Content Knowledge Main Areas of Programmes Practicum Education Studies Curriculum Studies

8 Education Studies

9 Develop key concepts and principles in education for effective instruction and reflective practice Education Studies

10 Include topics such as  Pupil development  Individual differences  Social context of education  Educational Psychology  Classroom management  Use of ICT in teaching Education Studies

11 Curriculum Studies

12 Equip student teachers with methods and approaches to teach different subjects. Curriculum Studies

13 Art English Language Mother Tongue Languages Mathematics Music Physical Education Science Social Studies Curriculum Studies: Primary Programmes

14 English Language Mother Tongue Languages Biology Chemistry Design & Technology Mathematics Physics Computer Applications Elements of Office Administration Home Economics Physical Education Art Economics English Literature Geography History Music Curriculum Studies: PGDE (Sec) Dependent on subjects studied at university

15  Academic Subjects which develop understanding of fundamental concepts and principles in specific disciplines.  Subject Knowledge modules which provide content mastery and depth for topics relevant to primary curriculum. Content Knowledge – Two Types

16 Academic Subjects Only for Degree Programmes 2 Academic Subjects for Secondary strand (corresponding to CS subject) 1 Academic Subject for Primary strand

17 For BA (Ed) Academic Subjects - Degree English Language English Literature Geography History Art Chinese Language Chinese Literature Drama Malay Language Malay Literature Music

18 Academic Subjects - Degree Biology Chemistry Mathematics Physics Family and Consumer Science Physical Education and Sports Science For BSc (Ed)

19 Subject Knowledge

20 Subject Knowledge Modules In diploma and degree programmes (primary strands) In upper primary strand of the PGDE(P) Linked to the choice of curriculum studies

21 Practicum

22  Teaching competencies are developed on site in schools/Junior Colleges  Mentoring by Co-operating Teachers and by NIE staff

23 Practicum A developmental model – through School Experience, Teaching Assistantship and Teaching Practice Different periods to have different objectives and different assessment modes

24 Practicum School Experience SE 2 wks Teaching Assistantship TA 5 wks Teaching Practice 1 TP1 5 wks Teaching Practice 2 TP2 10 wks DegreePGDE Diploma PGDE

25 Multicultural Studies Module Now only in degree programme To introduce student teachers to the implications of living in a diverse society, to understand the dynamics suggested by multiculturalism, multiracialism

26 Group Endeavours in Service Learning All student-teachers Community projects in arts, culture, education, environment, health, sports, others Complete within 1 st yr of studies (Degree – 2 nd yr) Facilitated by academic staff

27 GESL: Parameters & Deliverables 20hrs minimum (excluding planning time) Address organisation/community needs – mutually agreed scope Conduct needs analysis Specify project objectives Presentation (including ‘product’) Assessment framework: MOE’s PW

28 Professional Development 100 hours provided for every teacher 27,000 teachers Update knowledge and skills Pursue certification, eg Master Financially supported by Ministry of Education

29 Professional Development The Professional Development Continuum Model (PDCM) Study at own pace Building block approach Leads to certification - Advanced Diploma, Advanced Postgraduate Diploma & Masters

30

31 Leadership Programme Diploma in Departmental Management (DDM) for middle level managers Senior Teachers Programme (STP) for potential master teachers Advanced Senior Teachers Programme (ASTP) for master teachers Leaders in Education Programme (LEP) for potential principals Leader for Leaders Programme (LLP) for senior leaders

32  Leaders in Education Programme (LEP)  Changing educational landscape  A shift from the competency-based model to focus on values and mindset change  6-month executive programme to equip potential School Principals  Innovation being a key emphasis  Industrial attachment  Overseas visit  Journal and future school project Leadership Programmes

33  Diploma in Departmental Management (DDM)  17-week course for Heads of Department  Emphasis on innovation  Elements of self-learning  Support for Principal Leadership Programmes

34 Postgraduate Programmes Doctor of Philosophy Master by Research Master by coursework Master of Arts (Applied Linguistics) Master of Arts (Applied Psychology) Master of Arts (Educational Management) Master of Arts (Instructional Design and Technology) Master of Arts (Social Studies) Master of Education Master of Science (Exercise and Sport Studies) Master of Science (Life Sciences)

35 Thank you


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