Towards Evidence-based Initial Teacher Education in Singapore: A Review of Current Literature
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Initial teacher education (ITE) in Singapore is shifting towards evidence-based practice. Despite a clear policy orientation, ITE in Singapore has not yet produced the evidence base that it is anticipating. This paper presents an analytical review of previous research into ITE in Singapore and makes comparisons to the larger international context. The review begins with a brief overview of some of the main characteristics of the research over the last decade (1999-2010). Our analysis suggests that the field of ITE research in Singapore is relatively new and still struggling to be a focus of educational research. Current published studies are typically smallscale with a large number of one-off studies. Quantitative and qualitative studies are largely carried out in parallel with little dialogue between them. This paper seeks to propose a research agenda for ITE in Singapore that overcomes the limitations from previous research as evident from the literature review. Additionally, this paper discusses the conditions needed to support the successful implementation of the research agenda. This review is the first essential step towards building an evidence-base for ITE in Singapore.
Australian Journal of Teacher Education
Teacher Education and Professional Development of Educators