A Signature Pedagogy for Initial Teacher Education in Singapore

Autor/in	Tan, Charlene
Titel	A Signature Pedagogy for Initial Teacher Education in Singapore
Quelle	In: New Educator, 15 (2019) 3, S.226-245 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tan, Charlene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2019.1626670
Schlagwörter	Teaching Methods; Thinking Skills; Preservice Teacher Education; Case Studies; 21st Century Skills; Course Objectives; Foreign Countries; Course Content; Teacher Educators; Student Centered Learning; Instructional Design; Singapore + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Lehramtsstudiengang; Lehrerausbildung; Case study; Fallstudie; Case Study; Ausland; Kursprogramm; Teacher education; Education; Lehrerbildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Singapur
Abstract	This article focuses on the application of Shulman's signature pedagogies for initial teacher education through the example of a pre-service course that promotes "multidimensional thinking skills" in Singapore. Multidimensional thinking emphasizes the thought processes, attitudes and abilities needed to address complex issues and problems from multiple angles and approaches. The course objectives, content, assessment format and delivery mode are premised on and reflect Shulman's three dimensions of structures -- surface, deep and implicit -- as well as three kinds of pedagogies -- uncertainty, engagement and formation. This illustrative case study from Singapore demonstrates the usefulness of the notion of signature pedagogies to help teacher educators design and enact learner- and learning-centered courses for pre-service teachers. Such courses transcend a narrow skills-based approach to advance the essential values, competencies and knowledge for initial teacher education in the 21st century. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01