Symposium: Initial Teacher Preparation Programme in the National Institute of Education (NIE)

Teacher education in the 21st century is not about teacher training, it is about developing professionals who are armed with the competencies to learn how to learn, unlearn and re-learn; communicate via different modalities; think in multiple and innovative ways; solve novel problems; and work collaboratively. A teacher is not “just a teacher of the subject but more importantly a teacher of the learner and a preserver and custodian of societal values” (Tan, 2012, p. 6). Therefore, at the National Institute of Education (NIE), we strive to develop professionals in the field of education by focusing on 5 Ps: Teacher Professionalism, Rigorous Programmes, Professional Practice, Innovative Pedagogies, and Multiple Perspectives. NIE’s initial preparation programme is anchored on the V3SK Model which articulates the values (V), skills (S), and knowledge (K) expected of a 21st century teacher. In this symposium we will share how our  values-based teacher education programme not only equips student teachers with the content knowledge and pedagogical skills in their specialised Curriculum Studies but also the  key concepts and principles in education that are necessary for effective teaching and reflective practice in schools. 
Chairperson: Professor Low Ee Ling
Dean, Teacher Education
Office of Teacher Education, National Institute of Education
 
Discussant: Professor Carolyn Herrington
Director, Educational Policy Center
Florida State University 
 
Symposium Entry 1: Teacher Professionalism 
Author: A/P Chow Jia Yi
Institution: National Institute of Education (NIE), Nanyang Technological University, Singapore
Keywords: teacher professionalism, V3SK, MERANTI, GESL
Teacher Education in NIE, Singapore, is underpinned by a strong focus on values (V3SK Model). We believe that students must always be at the centre of learning, and that every child can learn. There is a great emphasis on developing the identity of the teacher as well as ensuring that the teacher plays a pivotal role in terms of service back to the profession and community within the education landscape. Programmes targeting personal growth (Meranti), service learning with the community (Group Endeavours in Service Learning) and using appreciative inquiry to better understand Singapore (Singapore Kaleidoscope) provides the corner-stone for Values-based Education (VBE) in NIE's initial teacher education programmes. In this presentation, we share insights on why VBE is important and how we engage Student Teachers as they prepare for the profession. 
 
Symposium Entry 2: Rigorous Programmes and Innovative Pedagogies
Author: A/P Vivien Huan Swee Leng
Institution: National Institute of Education (NIE), Nanyang Technological University, Singapore
As educators, we believe all children can learn and that belief remains at the heart of the vision of education, preparing the future of our nation. To achieve that vision, we, at the National Institute of Education, equip our student teachers with the necessary knowledge and skills that will help them hone their craft and know what really works in practice. Using knowledge gleaned from research findings as well as from the theoretical tenets learnt in the classroom, student teachers will gradually comprehend the demands and the complexity behind an effective teacher. Together with employing innovative pedagogies learnt at NIE, it is our aim that these student teachers will also prepare the young wards under their charge-the future of our nation, to be ready for a VUCA world.    
 
Symposium Entry 3: Multiple Perspectives
Authors: Dr Alexius Chia 
Institution: National Institute of Education (NIE), Nanyang Technological University, Singapore
In order to teach effectively in the 21st century classroom, it is important that teachers develop a multiple-perspectival mindset which includes a lived global experience alongside internalised local values and practices. This broadened mindset will in time carry with it an enriched set of skills in which a teacher could approach teaching and learning in new and engaging ways. This presentation will discuss how one of NIE’s initial teacher preparation programmes manages to achieve this balance through several of its initiatives – namely, international practicum/teaching assistantship, semester exchange and Building University Interns for Leadership Development (BUILD).
 
Symposium Entry 4: Professional Practice and Inquiry
Authors: Dr Chua Bee Leng
Institution: National Institute of Education (NIE), Nanyang Technological University, Singapore
In NIE, the Professional Practice and Inquiry (PPI) and Educational Research (ER) courses aim to nurture autonomous thinking teachers who are self-driven in improving their own practice, reflective of their own roles, and capable of drawing upon theories and research to inquire and innovate their teaching to support their students’ learning (Cochran-Smith & Lytle, 1999; Labaree, 2003; Norlander-Case, Raegan, & Case, 1999; Rodgers, 2002). Pre-service teachers are taught how to observe, collect, inquire and make inferences on their students’ understanding and reasoning. With the new understandings they have developed during this inquiry and investigation process, pre-service teachers will propose changes and alter their classroom practices. In this paper presentation, we will share how pre-service teachers make explicit their thinking and reflections for discussion, sharing, debate and purposeful educative conversation via the digital portfolio.