Current international research provides a strong rationale for focusing on teacher learning, especially learning associated with initial teacher education. While NIE has developed an international reputation in school-focused research, this research has tended to focus on what schools do, rather than how and where teachers learn in order to do that work. There is a need to better understand and support teacher learning.
The conceptual background to this research project was based on three propositions. First, teacher learning is a continuum, the formal aspects of which begin with initial teacher preparation (ITP), followed by both formal and informal elements throughout an individual‘s career. Second, teacher learning is deeply contextualised. Third, teacher learning is a shared responsibility, involving the student teacher, their peers, their teachers and supervisors, MOE, and NIE.
The core aim of the project was to initiate a program of research that contributes to the systematic, Institute-level development of a rich and contextualised understanding of the nature, substance and professional impact of student teachers‘ learning.
Principal Investigator
LOW Ee Ling
Co-Principal Investigators
LIM Kam Ming, TAY Eng Guan, Vivien HUAN Swee Leng
Collaborators
Peter G TAYLOR, Alexander Seeshing YEUNG
Objectives
- Support the design of a longitudinal research project
- Develop baseline data on classroom pedagogical practices in NIE
- Develop an understanding of the extent student teachers (STs) value and engage with digital technologies in support of ITP learning
- Contribute to the integration of knowledge developed in the full range of NIE research activities
- To assist in sharing findings with stakeholders
Findings
- STs’ use of digital technologies (DT)
- 3 dispositions:
(1) playfulness,
(2) preparedness for risk-taking, and
(3) performance goal orientation - 4 teaching-related outcomes:
- (1) efficacy, (2) co-construction of knowledge, (3) interest in using DT in teaching, and (4) personal use of DT
A systematic review of ITP in Singapore yielded the following observations:
Paucity of research
- Teacher learning based on actual classroom practice observations
- Broad policy paramaters
- Programme design and ITP implementation
- Impact on pupil learning
Relatively new research area
Struggling to be a focus of educational research, as evidenced by…
- Limited in number
- Very few replication or repeat studies
- Lack of scope
- Research gap on teacher educators
- “Quantitative Bias”
This initial research highlighted the urgent need to build a chain of evidence that links ITP, teacher candidates’ learning, classroom practices, and pupils’ learning
Insights and Implications on Programmes and Policies
1. Specific strategies to promote buy-in and sustained engagement by potential NIE academic staff and NIE STs and graduates as sources of data need to be identified and resourced.
2. Projects to be designed in ways that maximise the possibility of adaptation to changing institutional priorities and resources.
3. Projects to be framed and sonsistently communicated as a reserach project with international significance.
Citation
Low, E. L., Lim, K. M., Tay, E. G., Ng, P. T., Salim B. S., Hui, C., & Lam-Chiang, A. (2009, November). Building an evidence-base for initial teacher education (ITE) in NIE: A bridging project (Report No. OER 04/10 LEL). National Institute of Education (Singapore), Centre for Research in Pedagogy and Practice.