The practice of the scholarship of teaching and learning (SoTL) has been known to be troublesome to teachers. (Webb & Tierney, 2020). The authors argue that a mentoring approach based on threshold concepts in SoTL has the potential to lead to more confident conceptual border crossing by new entrants to the SoTL of English communication. A…

In this work, we report the emergence of the Hands, Head and Heart framework that arose within the curriculum review for subject knowledge courses for primary school pre-service teachers in the National Institute of Education, Singapore. Through an initial grounded analysis of a survey of pre-service teachers and faculty focus group meeting data,…

Basic science educators play a significant role in medical and health professions curricula, particularly in the biomedical science components. Although the shift from basic scientists to educators seems promising, no study has yet explored the transition process from the perspective of basic scientists themselves, especially in the early stages…

As former and current STEM (science, technology, engineering, and mathematics) school teachers in Singapore, we explore the challenges we both experienced while teaching at different STEM schools. Through this article, we make a case for the teacher preparation programs locally and around the world to give more attention to a changing education…

Institutions assess teaching effectiveness in various ways, such as classroom observation, peer evaluation and self-assessment. In higher education, student feedback continues to be the main teaching evaluation tool. However, most of such forms include characteristics of good teaching that the institutions deem important and may not adequately…

In this article, we explore the mathematical content knowledge of one entire cohort of pre-service teachers (N = 107) through analysing their performance in a Secondary Mathematics Audit that was developed for the International Comparative Studies in Mathematics Teacher Training that was initiated by the University of Plymouth. We study how their…

2004 has come to be seen by many in Singapore as a watershed year with the shift in the position of the government towards encouraging greater integration of students with disabilities in mainstream settings. This study investigated the attitudes of 1538 mainstream pre-service teachers towards disability and inclusive education during this period…

Teachers' technological pedagogical content knowledge (TPACK) for meaningful learning with ICT describes their knowledge for designing ICT lesson activities with respect to five dimensions: active, constructive, authentic, intentional, and cooperative. The ICT lesson activities designed by teachers can be assessed to determine the strengths and…

The purpose of this study was to investigate if there were differences in the levels of pedagogical knowledge and skills as perceived by the student teachers who were enrolled in the Primary and the Secondary Post Graduate Diploma in Education programme at the National Institute of Education in Singapore. 170 Primary and 426 Secondary student…