Skip to main content

Developing Future Ready Teachers: Singapore’s Approach to Initial Teacher Preparation based on the Four-Life Learning Philosophy

  • Living reference work entry
  • First Online:
Encyclopedia of Teacher Education

Abstract

In light of recent social disruptions on a worldwide scale, it is worth pausing to reflect on what might these might mean for the education of student teachers as well as the work of teacher educators in Singapore. This entry examines key aspects of the initial teacher education program in Singapore that has the promotion of future-ready teachers as its guiding vision. Specifically, their learning has been framed through a Four-Life Learning Model that considers teacher development along lifelong, life-deep, life-wide, and life-wise dimensions. Key features of initial teacher education here such as its program emphases, pedagogies, learning experiences, and opportunities for learning are thus examined in relation to these four broad frames.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Institutional subscriptions

Similar content being viewed by others

References

  • Chye, S. (2020). What’s next for the digital portfolio at NIE. Learning@NIE, pp. 22–23.

    Google Scholar 

  • D’Rozario, V., Tan, S. Y., & Avila, A. P. C. (2017). Building character and citizenship through service learning. In Teacher education in the 21st century (pp. 233–252). Springer.

    Chapter  Google Scholar 

  • Darling-Hammond, L. (1999). Teacher Quality and Student Achievement. Education Policy Analysis Archives, 8(1), 44.

    Google Scholar 

  • Kwek, D., Hung, D., Koh, T. S., & Tan, J. (2017). OER-CRPP innovations for pedagogical change: 5 lessons. Retrieved from https://www.nie.edu.sg/research/publication/oer-crpp-innovations-for-pedagogical-change. Singapore: National Institute of Education.

  • Langer, G. M., Colton, A. B., & Goff, L. S. (2003). Collaborative analysis of student work: Improving teaching and learning. ASCD.

    Google Scholar 

  • Lim, K. M., & Huan, V. S. L. (2017). In focus: The role of education studies in teacher education. In Teacher education in the 21st century (pp. 77–106). Springer.

    Chapter  Google Scholar 

  • Liu, W. C., Tan, G. C. I., & Wong, A. F. (2017). Redesigning and reconceptualising of field experience for teacher accreditation. In Teacher education in the 21st century (pp. 193–215). Springer.

    Chapter  Google Scholar 

  • Ministry of Education. (2020). SkillsFuture for Educators. Retrieved from https://www.moe.gov.sg/microsites/cos2020/skillfuture-for-educators.html

  • National Institute of Education. (2009). A teacher education model for the 21st century: A report by the National Institute of Education, Singapore. Retrieved from https://repository.nie.edu.sg/bitstream/10497/15504/1/TE21%20online%20version%20-%20updated.pdf

  • National Institute of Education. (2019, August). NIE strategic vision 2022: A future-ready NIE.

    Google Scholar 

  • Schulz, R. (2005). The practicum: More than practice. Canadian Journal of Education, 28(1 & 2), 147–167.

    Article  Google Scholar 

  • Tan, O. S., Liu, W. C., & Low, E. L. (2012). Educational reforms and teacher education innovations in Singapore. In Teacher education frontiers: International perspectives on policy and practice for building new teacher competencies (pp. 71–91). Cengage Learning Asia.

    Google Scholar 

  • Tan, O. S., Low, E. L., & Sim, J. B. Y. (2017). Underpinning philosophy of teacher education in Singapore: A values-driven paradigm. In Teacher education in the 21st century (pp. 45–57). Springer.

    Chapter  Google Scholar 

  • Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 33(1), 53–64.

    Article  Google Scholar 

  • York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2001). Reflective practice to improve schools: An action guide for educators. Corwin.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Stefanie Y. L. Chye .

Editor information

Editors and Affiliations

Section Editor information

Rights and permissions

Reprints and permissions

Copyright information

© 2022 Springer Nature Singapore Pte Ltd.

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Chye, S.Y.L., Chua, B.L., Lee, Y.J. (2022). Developing Future Ready Teachers: Singapore’s Approach to Initial Teacher Preparation based on the Four-Life Learning Philosophy. In: Peters, M.A. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_454-1

Download citation

  • DOI: https://doi.org/10.1007/978-981-13-1179-6_454-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-1179-6

  • Online ISBN: 978-981-13-1179-6

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics