In Focus: The Role of Education Studies in Teacher Education

Abstract

Let us begin with a discussion of who a professional teacher is. Let us be more specific: who is a professional teacher in the twenty-first century? What defines this teacher? Is it someone with years of work experience in the classroom? What are the knowledge and skills sets required? Does it merely involve possession of well-honed skills for implementing a wide range of techniques for managing the curriculum and learners? Alternatively, does having strong subject knowledge suffice? Do we really need teachers to start off with a strong knowledge base of understanding the theories and concepts underlying the practice of teaching and learning before they start to hone their craft knowledge?

Appendices

Appendix A: Education Studies Courses in Teacher Education Programmes of Selected Top Teacher Education Universities

Based on QS Rankings 2016 http://www.topuniversities.com/subject-rankings/2016.

ES University programme	Educational psychology	Teaching and managing learners	ICT	Social context	Assessment	CCE
NIE BA/BSc (Ed) (primary)	Educational psychology	Teaching and managing learners	ICT	Social context	Assessment	CCE
Monash BEd	Child and adolescent development	Inclusive education: teaching diverse learners Indigenous perspectives on teaching and learning Learners with special needs	ICT across curriculum	Education policy and practice	Curriculum, assessment and evaluation	Active citizenship and community connections: local and global
U of Sydney BEd (Pri)	Educational psychology	Education, teachers and teaching Human development and education Indigenous education: secondary schools Positive approaches to special education	Information technology in schools	Social perspectives on education
The University of Queensland BEd (Pri)	Identity, youth cultures and education	Introduction to education Indigenous knowledge and education Learning, mind and education	Learning tools for the twenty-first century
University of Hong Kong Double degree: BEd and BSc BEd and BA	Understanding and guiding whole-person Development	Becoming a teaching professional: understanding learning and teaching 1 Becoming a teaching professional: understanding learning and teaching 2 Catering for diverse learning needs		Social and philosophical foundations of education Becoming a teacher professional: education in a globalised society 1 Becoming a teacher professional: education in a globalised society 2	Curriculum and assessment
University of Helsinki Bachelor of Arts (Education)	Growth, development and learning Knowing of the pupils Contextual in institutional early childhood education	Introduction to educational science	ICT driving licence: Practical skills test ICT driving licence: information seeking	Education and social justice Social, historical and philosophical foundations of education

1. Course titles may differ. Referring to similar content covered

Appendix B: NIE Assessment Competence Framework (NIE 2009)

Appendix C: Links Between Core Assessment Course and MOE Assessment Literacy Professional Development Continuum

Based on NIE Assessment Competency Framework (NIE 2009).

	Designing assessment tasks appropriate for instructional decisions	Planning assessments as part of an effective teaching and learning process	Understanding and communicating the purposes and criteria of assessments	Developing capacity for self-assessment for reflective and self-directed learning	Providing feedback to the learners to help them improve	Administering, scoring and interpreting the results effectively
Education Officers in this tier should be able to
Pre-service teachers	Design worksheets and tests based on sound guidelines of item construction Understand that curriculum , pedagogy and assessment need to be aligned for effective teaching and learning	Incorporate assessments into a lesson plan as part of the assessment–feedback–learning cycle – e.g. diagnostic tests, Assessment for Learning strategies, performance tasks	Understand the purpose and use of different assessment tasks, and the alignment between assessment and learning outcomes – e.g. Bloom’s taxonomy, concept of validity	Understand the interdependence of assessment as learning on assessment for learning (AFL) – e.g. know how AFL strategies can be used to help students monitor their own learning	Understand and use a variety of questioning and feedback strategies for learning and reporting purposes	Understand basic statistical concepts in assessment – e.g. considerations of reliability and validity
Topics covered in core Assessment course	• Conventional assessment and its methods • Test planning and design • Different types of assessments • Constructing different test items • Planning and designing alternative and authentic assessment tasks	• Different levels of learning objectives • Assessment of learning • Assessment for learning • Using assessment to promote learning and instruction	• To distinguish between assessment, testing, measurement and evaluation • Analysis, interpretation and implications of assessment results with learning outcomes • Effectiveness of assessment tools – reliability – validity – usability	• Basic types of assessments • Using assessment to promote learning and instruction • Strategies used in assessment for learning	• Strategies in assessment for learning	• Effectiveness of assessment tools – Validity – Reliability – Item difficulty and discrimination • Analysis, interpretation and implications of assessment results or outcomes – Criterion, norm and self-referencing

Appendix D: Education Studies Courses—Topics and Possible Links

Social context (SC)

Topics covered in social context	Interlinks between ES courses	Additional links
Schools and society – Roles of the Singapore education system, e.g. efficiency, ability-driven education, human resource development for the country – Issues: promoting social cohesion, promoting interaction between races in classrooms and CCAs	TM: creating the “We” atmosphere in classrooms—races, gender, individual differences, inclusive society EP: Psychosocial development—social context of development	Music: multifarious-nature. The use of world music leads to learning about different culture; cohesion through school songs, national songs Literature: world Lit: introducing student to different culture, awareness of social cohesion
Key education policy initiatives, e.g. desired outcomes of education (DOE), national education (NE). Problems and controversies within the DOE and how to promote the outcomes	TM: individual differences, Gifted Ed ICT—ICT Master Plan 1 and Master Plan 2 EP: character building/thinking/SEL	Infusion of national education and desired outcomes of education as part of field trip for curriculum studies courses
(In)equalities in education, e.g. different social classes of students, ethnicity, SAP schools, gifted, special needs – Issues: strategies for equitable education	TM: (individual differences) gifted Ed EP: psychosocial development-self-esteem, e.g. students from different streams, students with special needs
Working with stakeholders in education, e.g. COMPASS (parents, community school relations), roles of parents, parenting Issues: changing world, changing family, challenges, role model for change	TM: Individual differences (role of teacher in a diverse classroom), family background affects student behaviour EP: influence of family, peers and teachers on psychosocial development, working with parents, moral education, teacher as role model	GESL
Teachers as professionals, e.g. MOE mission statement, EPMS Issues: beliefs of teacher in education and role versus MOE’s – The necessary ASK required – Support from MOE sufficient	TM: individual differences, teacher’s awareness of personality and styles; reconciling personal and professional styles ICT: teacher beliefs, student-centred approaches EP: metacognition self-regulated learning	Belief of teachers in education as informed by discipline, their own beliefs as well those of MOE’s views for them as subject teachers

ICT

Topics	Possible links	Additional links
Teacher-centred versus student-centred pedagogies in ICT What is effective ICT integration?—The roles of teachers, students and technologies Introduction to learning contract	EP—constructivist learning theories	Experiential; student-centred; ICT in music used as a tool; Use of ICT through data loggers, simulations; focused on integration, laboratory management in science courses
Teacher-centred versus student-centred pedagogies in ICT Case studies for ICT integration in Singapore classrooms	EP—constructivist and social constructivist learning theories
Teacher-centred versus student-centred pedagogies in ICT How can I use ICT in a student-centred environment?	EP: psychosocial development; role of the teacher; motivation; constructivist and social constructivist learning theories SC: teacher as a professional, personal beliefs /attitudes Learning theories TM: individual differences; classroom management	ICT in lesson plans; WebQuest
• What is online learning?	EP: constructivist and social constructivist learning theories
• Self-learning professional development • Expanding your ICT Toolkit	TM: Individual differences SC: Different academic streams	Mathematics: some software packages learned
Developing a problem-based learning (PBL) ICT-based Learning Package	EP—PBL 5 stage approach TM: individual differences SC: different academic streams	ICT projects can be used in science courses
Thrust: developing a PBL ICT-based learning package Multimedia design principles	EP: critical and creative thinking TM: curriculum differentiation, individual differences SC: different academic streams
Classroom management: managing the ICT learning environments	TM: classroom management

Education psychology (EP)

Topics (2 sessions per week)	Possible links	Additional links
Psychosocial development of learners Physical, cognitive, social emotional development Identity issues (Erickson’s theory)	TM: Individual differences SC: schools and society: issues of social cohesion	Dance, movement and playing instruments: Application of affective and physical domains plays a part in the learning of music; (reinforcement of EP)
Psychosocial development of learners – Moral development, moral reasoning	TM: teachers’ beliefs in pedagogy and discipline, models of discipline SC: how to address social prejudices? TM: individual differences, teaching for maturity and growth ICT: moral values
Self-esteem/self-concept – Theories, e.g. expectancy values and self-determination	TM: building rapport, Individual differences ICT: social context of ICT, skills and empowerment with technology
Learning Theories	ICT: engaged learning and learning theories TM: behaviour modification—skinner, Individual differences	Mathematics: learning theories (application) Science: behaviourist; socio-constructivist; only certain theories of learning are appropriate for science learning
Influence of family, peers and teachers – Parenting styles, dealing with parents – Teachers’ counselling skills	TM: counselling approach to discipline)

Teaching and Managing

Topics	Possible links	Additional links
Getting started in your classroom Learning environment—physical, psychosocial Establish rapport, setting rules and routines	EP—Maslow’s theory; teachers’ prosocial values, motivation and attribution to create positive learning environment, students’ self-esteem ICT—classroom management (computer laboratory) virtual environments, online discussion
Managing learning activities Common management problems and challenges pertaining to conducting learning activities Planning, implementing and managing—group work and individual work (group management strategies)	EP—relate to learning theories ICT: management of computer classroom
Teacher’s awareness of own behaviour Teacher-induced versus student-induced misbehaviours Hierarchy of management intervention (HMI)	EP: role of the teacher ICT: managing behaviour in computer laboratories
Group problem-solving local classroom cases	EP: psychosocial development of the learner
Seeking assistance beyond the classroom Within school—consultation with peers, senior teachers and management Beyond school—consultation with parents, authorities	SC: working with stakeholders, different academic streams, personal beliefs EP: role of teacher and working with parents; helping skills

Appendix E

Components of Skilful Teaching Framework covered in the Education Studies core cluster in NIE Initial Teaching Education (ITP) programmes.

Skilful Teaching Framework (Saphier et al. 2008, http://www.rbteach.com/rbteach2/teach.html).

Components of skilful teaching framework covered in the education studies cluster in NIE Initial Teaching Education (ITP) programmes
	Components	Covered in education studies core courses
Curriculum planning	Overaching objectives • How do the teachers’ personal values, passions and objectives influence their teaching in relations to the political and social demands of the educational system?	• The social context of teaching and learning • Critical perspective on education (for degree programmes only) • NIE V3SK Model • CCE
	Curriculum design • Agreements of curriculum—how closely is the official curriculum designed by MOE actually carried out in schools? • Elements of curriculum—e.g. topics, units of study, learning expectations • Lesson planning • Designing curriculum
	Planning • Lesson planning • Teaching to cater to diverse needs of all learners	• Educational psychology: theories and application for learning and teaching • Teaching and managing learners at the primary/secondary/junior college level
	Objectives—teachers’ thinking skills in terms of lesson objectives	• Educational psychology: Theories and application for learning and teaching • Teaching and managing learners at the primary/secondary/junior college level
	Assessment • Validity and reliability • Classroom assessment	• Educational psychology: theories and application for learning and teaching • Core assessment course
	Learning experiences—how to differentiate learning experiences for diverse learners?	• Educational psychology: theories and application for learning and teaching
Motivation	Personal relation building • Good teacher student rapport • Teacher traits	• Educational psychology: theories and application for learning and teaching • Teaching and managing learners at the primary/secondary/junior college level
	Class climate • Supportive learning environment	• Educational psychology: theories and application for Learning and teaching • Teaching and managing learners at the primary/secondary/junior college level • ICT for meaningful learning • Assessment
	Expectations • Standards and expectations • Clarity, communication, key messages and matching	• Educational psychology: theories and application for learning and teaching • Teaching and managing learners at the primary/secondary/junior college level
Instructional strategies	Clarity • Making concepts and skills clear and accessible to students	• ICT for meaningful learning
	Principles of learning • How to design more efficient and effective learning experiences	• Educational psychology: theories and application for learning and teaching • Teaching and managing learners at the primary/secondary/junior college level • Core assessment course
	Models of teaching • How to teach content and thinking skills? • Types of models of teaching	• Educational psychology: Theories and application for learning and teaching • Teaching and managing learners at the primary/secondary/junior college level
Management	Space – Ideal use of space and furniture	• Teaching and managing learners at the primary/secondary/junior college level
	Time – As construct – Time allocation and efficiency – Pacing and rhythm	• Teaching and managing learners at the primary/secondary/junior college level
	Routines • Purposes • Clear communication and standards	• Teaching and managing Learners at the primary/secondary/junior college level
	Attention • How to get students to pay attention and stay on task?	• Teaching and managing Learners at the primary/secondary/junior college level
	Momentum • How to maintain pace of lesson?	• Teaching and managing learners at the primary/secondary/junior college level
	Discipline • Approach to discipline • Managing students	• Educational psychology: theories and application for learning and teaching • Teaching and managing learners at the primary/secondary/junior college level • CCE
Essential Beliefs	Teacher beliefs • About intelligence and children’s capacity to learn • About learning • About teachers and teaching • About schools and schooling	• CCE • Educational psychology: theories and application for learning and teaching • Teaching and managing learners at the primary/secondary/junior college level • The Social Context of Teaching and Learning • Critical perspective on education (for degree programmes only) • NIE V3SK Model