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Redesigning and Reconceptualising of Field Experience for Teacher Accreditation

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Teacher Education in the 21st Century

Abstract

The National Institute of Education’s (NIE) TE21 Model, as mentioned in the earlier chapters (for more details, see Chap. 1), is one that aims to prepare teachers who are able to think in context and are adept in skilful teaching, reflective teaching and innovative teaching (Tan et al. 2012). We want our teachers to be able to reflect on their roles, think systematically about their own practice, draw on theories and research to deepen their understanding and adapt and innovate their teaching in ways that most effectively support student learning (e.g. Cochran-Smith and Lytle 1999; Darling-Hammond 2006a; Labaree 2003; Norlander-Case et al. 1999; Rodgers 2002). In addition, we want them to have the commitment and drive to take responsibility for their own learning and to continuously strive to increase their competencies and better their practice so that they can reach and teach every child.

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Authors and Affiliations

  1. Office of Teacher Education, National Institute of Education, 1 Nanyang Walk, Singapore, 637616, Singapore

    Woon-Chia Liu & Geok Chin Ivy Tan

  2. Learning Sciences & Technologies, National Institute of Education, 1 Nanyang Walk, Singapore, 637616, Singapore

    Angela F. L. Wong

Authors
  1. Woon-Chia Liu
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  2. Geok Chin Ivy Tan
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  3. Angela F. L. Wong
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Correspondence to Woon-Chia Liu .

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Editors and Affiliations

  1. Nanyang Technological University, National Institute of Education, Singapore, Singapore

    Oon-Seng Tan

  2. Nanyang Technological University, National Institute of Education, Singapore, Singapore

    Woon-Chia Liu

  3. Nanyang Technological University, National Institute of Education, Singapore, Singapore

    Ee-Ling Low

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Liu, WC., Tan, G.C.I., Wong, A.F.L. (2017). Redesigning and Reconceptualising of Field Experience for Teacher Accreditation. In: Tan, OS., Liu, WC., Low, EL. (eds) Teacher Education in the 21st Century. Springer, Singapore. https://doi.org/10.1007/978-981-10-3386-5_11

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  • DOI: https://doi.org/10.1007/978-981-10-3386-5_11

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