Teacher Education in Singapore

2019 ◽  
Author(s):  
Jason Loh ◽  
Guangwei Hu
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
International Student ◽  
Student Assessment ◽  
Theory And Practice ◽  
Leadership Role ◽  
Ministry Of Education ◽  
International Student Assessment ◽  
Teacher Training College

Since the turn of this century, and especially in the past decade, Singapore has consistently done well in international benchmark studies, be it the Progress in International Reading Literacy Study (PIRLS), the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the International Baccalaureate diploma assessment. Singapore’s sterling performance in these different benchmark assessments has been widely attributed to the quality of its teaching force, which is, in turn, ascribed to the teacher education programs provided by its sole teacher education institution – the National Institute of Education (NIE), Nanyang Technological University (NTU). Teacher education began during the country’s colonial past, but there was no designated provider of comprehensive training until teacher training was institutionalized in 1950, when the Teacher Training College was established. After Singapore gained independence in 1965, the institution’s capacity expanded rapidly as a teacher training department and later as a statutory board within the Ministry of Education. In 1991, to raise the stature of teacher education, the Teacher Training College was incorporated as an autonomous institute within the newly formed NTU. Due to the need to ensure the survival of a tiny island nation over the years, it has been imperative to educate the population for industry and development. In the process, tensions have arisen from: (a) the recruitment of huge numbers of teachers and the concomitant quality of their training, (b) collaboration with the Ministry of Education, and (c) the influence of educational research on theory and practice. In the third decade of the 21st century, with the stranglehold that neoliberalism has on many educational systems around the world, including Singapore, will NIE be able to prepare its future teachers to navigate and survive in such a climate, while continuing to strengthen its theory-practice nexus? With the dwindling of student numbers across all sectors and the accompanying reduced need for new teachers in the country, will NIE look beyond the shores of Singapore, internationalize its programs, and take on a leadership role in the region?

scholarly journals Do Prospective Teachers Care About PISA Studies? A Pilot Study among University Students in Germany

2017 ◽  
Vol 10 (5) ◽  
pp. 26 ◽  
Author(s):  
Olga Ioannidou ◽  
Despoina Georgiou ◽  
Andreas Obersteiner ◽  
Nilufer Deniz Bas ◽  
Christine Mieslinger
Keyword(s):  
Teacher Education ◽  
University Students ◽  
Prospective Teachers ◽  
International Student ◽  
Teacher Education Program ◽  
Student Assessment ◽  
International Student Assessment ◽  
The Impact ◽  
Very High ◽  
Expected Outcomes

The results of international comparison studies such as the Program for International Student Assessment (PISA) have initiated intense discussions about educational reforms in Germany. Although in-service and pre-service teachers are an essential part of such reforms, little is known about their attitudes towards PISA studies. The present study aims to fill this gap through the investigation of pre-service teachers’ awareness, interest, perception, and attitudes towards PISA. A questionnaire was used to survey a sample of 107 university students who were participating in a teacher education program. The results reveal that 100% of the participants are aware of PISA. Nearly 69% of the participants think that the impact of PISA is rather high or very high, while 41% of them believe that PISA results are reliable. Accordingly, half of the participants seem to be interested in PISA results for their country. The present study discusses these findings in the light of the expected outcomes as proposed in standards for teacher education.

scholarly journals REFORMATION OF THE PRESENT CURRICULUM OF THE PRE-UNIVERSITY EDUCATION ACCORDING TO THE COMPETENCE – BASED APPROACH

2014 ◽  
Vol 8 (2) ◽  
Author(s):  
Zhuljeta Cinga
Keyword(s):  
International Student ◽  
Student Assessment ◽  
School Curriculum ◽  
University Education ◽  
New Developments ◽  
International Student Assessment ◽  
Instructional Objectives ◽  
Instructional Plans ◽  
Contemporary Education

Up to the present the efforts to raise the quality of the Albanian educational system have been focused mostly in the direction of the content of the school curriculum, delivery of knowledge through the standards, as well as in the direction of instructional plans and programs. These achievements have been insufficient for raising the quality of the contemporary education, a fact that was also noticed by the Program for International Student Assessment (PISA). 60% of students in Albania did not complete the second level of PISA. The curriculum compilers 2014 using the best international research and practice data in educational field raised the problem of the preceding curriculum, which they characterized as a curriculum traditional in essence. The aim of this work is to argue the proposals of the curriculum compilers for “a curriculum which creates conditions and supports the competence development” through competence mastering, focusing on the students,  needs and demands for education, learning in situations and knowledge building from the students, against a curriculum centered in instructional objectives and focused on the subject content acquirement.Considering the fast rhythm of knowledge explosion in the society of technology and knowledge, the new developments in the work market, changes in conceptions in the learning process, the necessity of reformation of a curriculum “after the competence-based approach” will be argued.

scholarly journals Use of Large Scale Assessment Finding in South Asia: An Experience of Nepal

2018 ◽  
Vol 21 ◽  
pp. 80-90
Author(s):  
Chandra Mani Paudel ◽  
Ram Chandra Panday
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Asia Pacific ◽  
National Assessment ◽  
Large Scale Assessment ◽  
International Student Assessment ◽  
Asian Context ◽  
Mathematics And Science

This paper tries to present results from a systematic review of literature that reviewed the large-scale assessments finding in the South Asian context especially focusing Nepal. The main objective of the LEAP programme is to reform the quality of learning in the Asia-Pacific region by developing capacity of the Member States to collect, analyze and utilize international and national assessment data identifying learning enablers. The review has identified the high order skills overshadowed by rote learning. It has also employed Item Response Theory (IRT) making assessments comparable and connected with the previous levels. International Assessments such as the Programme for International Student Assessment (PISA) and the Trends in Mathematics and Science Study (TIMSS) collected vast amounts of data on schools, students and households. The use of education-related “big data” for evidence-based policy making is limited, partly due to insufficient institutional capacity of countries to analyze such data and link results with policies.

scholarly journals Melhores práticas e performance de escolas municipais do ensino fundamental no Ceará: Análise da eficiência na gestão escolar

2021 ◽  
Vol 29 ◽  
pp. 47
Author(s):  
Felipe Furlan Soriano ◽  
Alexandre Pereira Salgado Junior ◽  
Juliana Chiaretti Novi ◽  
Diogo Furlan Soriano ◽  
Perla Calil Pongeluppe Wadhy Rebehy
Keyword(s):  
Best Practices ◽  
Large Scale ◽  
International Student ◽  
Basic Education ◽  
Student Assessment ◽  
National Level ◽  
Quality Of Education ◽  
Financial Investment ◽  
International Student Assessment

In Brazil, there is a concern with the quality of education, especially when analyzing the results of large-scale evaluations both at the national level, by the Basic Education Development Index (Ideb), and at the international level, by the Program for International Student Assessment (PISA). Thus, as a way of contributing to this issue, this study aimed to identify the best practices that can help improve the performance of Brazilian municipal elementary schools, considered of low socioeconomic level (NSE) in Ideb. The method used was quali-quantitative, where mathematical models were used, such as Data Envelopment Analysis (DEA), Quintile Analysis, Logistic Regression and case studies. As a result, 14 best practices were identified that may have contributed to the performance of schools considered efficient. It is hoped that the study can contribute to the enrichment of research in the area, in addition to the financial investment decision process, allocation of public resources and educational policies, through an efficient school management that aims to improve the quality of education in Brazil. 

scholarly journals Knowledge of Physics Subject Teachers Toward Pedagogical Aspects in Public High Schools in Lhokseumawe City

2021 ◽  
Vol 3 (2) ◽  
pp. 107
Author(s):  
Syarifah Rita Zahara ◽  
Muliani Muliani ◽  
Wilda Rahmina ◽  
Siska Mauritha
Keyword(s):  
International Student ◽  
Student Assessment ◽  
National Level ◽  
Good Knowledge ◽  
Physics Teachers ◽  
International Student Assessment ◽  
Learning Evaluation ◽  
The Government ◽  
Teacher's Knowledge

In the education quality survey issued by the PISA (Program for International Student Assessment), Indonesia is ranked 72nd out of 77 countries. The Teacher Competency Test (UKG) results in Indonesia are still low and still far from being targeted by the government, especially in Aceh province Aceh at the national level is still heartbreaking by being the second lowest in Indonesia. Seeing the problems faced by education in Indonesia, to improve the quality of education, the quality of teachers must be improved first, one of which is by increasing the pedagogical competence of teachers. This study aims to know the pedagogical knowledge of physics teachers in SMA Negeri Lhokseumawe which includes aspects of learning planning, aspects of learning methods and aspects of learning evaluation. The research was conducted in the form of a survey with the population of this study was to take the entire physics subject teachers at SMA Negeri Lhokseumawe, totaling 7 (seven) schools with 28 physics teachers. The samples in this study were 3 schools that were taken by simple random sampling, namely 8 physics teachers at SMA Negeri 2 Lhokseumawe, 3 physics teachers at SMA Negeri 5 Lhokseumawe, and SMA Negeri 7 Lhokseumawe with 2 physics teachers. The results showed that the physics teacher's knowledge on the learning planning aspect was in the category of having good knowledge, meanwhile the physics teacher's knowledge on the learning method aspect already had a fairly good knowledge, while the physics teacher's knowledge on the learning evaluation aspect also had fairly good knowledge. So it can be concluded that physics teachers in the pedagogical aspect are in a fairly good category, meaning that most physics teachers already have a pretty good knowledge of pedagogical aspects

scholarly journals Data Analysis: Strengthening Inferences in Quantitative Education Studies Conducted by Novice Researchers

2020 ◽  
Vol 20 (1) ◽  
pp. 59-78
Author(s):  
Mohammed A. A. Abulela ◽  
Michael Harwell
Keyword(s):  
Data Analysis ◽  
Missing Data ◽  
International Student ◽  
Research Question ◽  
Student Assessment ◽  
Reliability And Validity ◽  
Multilevel Modelling ◽  
International Student Assessment ◽  
Data Analyses

Data analysis is a significant methodological component when conducting quantitative education studies. Guidelines for conducting data analyses in quantitative education studies are common but often underemphasize four important methodological components impacting the validity of inferences: quality of constructed measures, proper handling of missing data, proper level of measurement of a dependent variable, and model checking. This paper highlights these components for novice researchers to help ensure statistical inferences are valid. We used empirical examples involving contingency tables, group comparisons, regression analysis, and multilevel modelling to illustrate these components using the Program for International Student Assessment (PISA) data. For every example, we stated a research question and provided evidence related to the quality of constructed measures since measures with weak reliability and validity evidence can bias estimates and distort inferences. The adequate strategies for handling missing data were also illustrated. The level of measurement for the dependent variable was assessed and the proper statistical technique was utilized accordingly. Model residuals were checked for normality and homogeneity of variance. Recommendations for obtaining stronger inferences and reporting related evidence were also illustrated. This work provides an important methodological resource for novice researchers conducting data analyses by promoting improved practice and stronger inferences.

scholarly journals Alignment of the Philippine Mathematics Teacher Education Curriculum with the Programme for International Student Assessment

2021 ◽  
Vol 2 (2) ◽  
pp. 145-161
Author(s):  
Marilyn U.
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
International Student ◽  
Mathematics Teacher Education ◽  
Student Assessment ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
International Student Assessment ◽  
Mathematics Literacy ◽  
Literacy Framework

<p style="text-align: justify;">This study aimed to examine the alignment of the Philippine mathematics teacher education curriculum with the 2021 mathematics literacy framework of the Programme for International Student Assessment (PISA). Such study could inform the Philippine Commission on Higher Education (CHED) if its mandated bachelor’s degree in secondary education major in mathematics could produce teachers at the secondary level prepared to deliver the expectations of PISA to mathematically literate 15-year-old learners. Through document analysis, the researcher reviewed the alignment of two official documents accessible online: the 2017 Philippine mathematics teacher education curriculum and the 2021 PISA mathematics literacy framework. Three mathematics education experts validated the researcher’s analysis. The results revealed alignment of the content and competencies covered by the teacher education curriculum and PISA mathematics literacy framework. However, the researcher found gaps in the curriculum in terms of its responsiveness in capturing some contexts and 21st century skills emphasized in PISA 2021 mathematics literacy framework. The study provided recommendations in addressing the gaps to inform needed updating in the teacher education curriculum to meet the expectations of PISA as a step to meeting the international standards of quality educational program.</p>

scholarly journals The impact of the Programme for International Student Assessment (PISA) on aspects of education policy reform in Germany

2021 ◽  
Author(s):  
Nitin Rughoonauth
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Poor Performance ◽  
Functional Abilities ◽  
German Government ◽  
International Student Assessment ◽  
Core Elements ◽  
The Individual ◽  
The Impact

The poor performance of German students in PISA 2000 was a wake-up call for Germany, with the students’ scores in reading, mathematics and science being considerably lower than the OECD average. The immediate reaction to the disappointing results, dubbed the German “PISA shock”, stimulated a heated public debate and a strong policy response, with the German government enacting reform measures that led to significant improvement in the country’s educational performance. One of the core elements of the reform was the passage from the German Bildung, which is an education philosophy based on the development of the individual rather than on specific functional abilities, to a notion where educational standards and assessment of students’ achievements are central. Another crucial intervention was to define standards for teacher education, which led to a critical reflection on the quality of teacher training. In this article, we propose to review those measures, while touching upon others, of the German educational reform following the publication of the PISA results.

scholarly journals Enhancing Scientific Literacy in Thailand

2013 ◽  
Vol 3 (1) ◽  
pp. 86-98 ◽  
Author(s):  
Chokchai Yuenyong
Keyword(s):  
Science Teaching ◽  
Scientific Literacy ◽  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Ministry Of Education ◽  
International Student Assessment ◽  
Science Technology ◽  
Science Educators ◽  
Literacy Research

Globally, literacy in science has become a fundamental focus of public education. The term ‘scientific literacy’, however, attracts a diversity of views. A common theme in the literature is that it relates to being able to critique scientific discussions. The large-scale evaluation of students' scientific literacy was assessed in the Programme for International Student Assessment (PISA). Thailand participated in the PISA scheme every three years from 2000 to 2009. The results indicate that Thailand's performance decreased over the period and were below average. This has led to an increased focus on improving performance and scores and a desire to improve science education and science teaching for enhancing scientific literacy in Thailand. Science educators in universities, the Institute for the Promotion of Teaching Science and Technology (IPST), the Ministry of Education and others have organized various projects and research to improve scientific literacy. Research projects have focused on developing teachers' quality in science teaching and have gone on to consider the nature of science, contexts of science, socio-scientific issues and the relation between science, technology and society. The article will discuss the strategies that have been embarked upon to enhance scientific literacy in Thailand.

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