THEORETICAL AND EMPIRICAL FOUNDATIONS OF TEACHER TRAINING MODELS IN SINGAPORE
Abstract. In the article, modern models in the field of pedagogical staff training, specialized education, and other programs for the formation of teachers’ professional development strategies in Singapore are studied, their comparative studies are conducted, and important aspects of teachers’ professional training are emphasized in the direction of reducing the burden. The main focus of the research work is also on the issue of student enrollment in pedagogical education. From this point of view, the activity of the National Institute of Education (NIE), which is the only institution that prepares teaching staff in Singapore, and operates under the Nanyang Technological University, is discussed, the admission to the institute, the teaching staff training models and programs applied here are examined. Based on research, the idea is supported that the professional development of teachers in the Singapore education system is based on the “Values-Skills-Knowledge” (V3SK) normative framework. In the 21st century, the main professional skills and competencies of a teacher are determined by the mentioned norms, that is, to what extent is the teacher a bearer of moral values? Can the skills and competencies he has created be the basis for the cultivation of a modern-minded, broad-minded personality? This and other such questions are clarified in the research work.
Keywords: National Institute of Education, teacher’s competency model, XXI century teacher model, pedagogical practice model, values-skills-knowledge, teacher’s ethics, professional skills, joint learning
