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This analytical review synthesizes prior research on ITE in Singapore and compares it with the broader international context. It surveys key research characteristics from 1999 to 2010 and finds the field remains relatively new, dominated by small-scale one-off studies. 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Taylor\u003Cbr>Griffiths University, peter.g.taylor@live.com.au\u003Cbr>Pak TeeNg\u003Cbr>National Institute of Education, Singapore, [paktee.ng@nie.edu.sg](paktee.ng@nie.edu.sg) |  |\n\nRecommended Citation  \nLow, Ee-Ling; Hui, Chenri; Taylor, Peter G.; and Ng, Pak Tee (2012) \"Towards Evidence-based Initial Teacher Education in Singapore: A Review of Current Literature,\"Australian Journal of Teacher Education: Vol. 37: Iss. 5, Article 6.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol37/iss5/6](http://ro.ecu.edu.au/ajte/vol37/iss5/6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol37/iss5/6](http://ro.ecu.edu.au/ajte/vol37/iss5/6)  \nAustralian Journal of Teacher Education  \nTowards Evidence-based Initial Teacher Education in Singapore: A Review of Current Literature  \nEe Ling Low  \n[eeling.low@nie.edu.sg](eeling.low@nie.edu.sg)  \nChenri Hui  \nNational Institute of Education  \nSingapore  \nPeter G Taylor  \nQCM, Griffith University  \nPak Tee Ng  \nNational Institute of Education, Singapore  \nAbstract: Initial teacher education (ITE) in Singapore is shifting  \ntowards evidence-based practice. Despite a clear policy orientation,  \nITE in Singapore has not yet produced the evidence base that it is  \nanticipating. This paper presents an analytical review of previous  \nresearch into ITE in Singapore and makes comparisons to the larger  \ninternational context. The review begins with a brief overview of  \nsome of the main characteristics of the research over the last decade  \n(1999-2010). Our analysis suggests that the field of ITE research in  \nSingapore is relatively new and still struggling to be a focus of  \neducational research. Current published studies are typically small  \nscale with a large number of one-off studies. Quantitative and  \nqualitative studies are largely carried out in parallel with little  \ndialogue between them. This paper seeks to propose a research  \nagenda for ITE in Singapore that overcomes the limitations from  \nprevious research as evident from the literature review. Additionally,  \nthis paper discusses the conditions needed to support the successful  \nimplementation of the research agenda. This review is the first  \nessential step towards building an evidence-base for ITE in  \nSingapore.  \nIntroduction  \nSingapore’s education system is on the brink of progressive reforms that have the potential to profoundly transform policy, practice and research. In 1997, the “Thinking School, Learning Nation”(TSLN) was launched with a vision for “a total learning environment, including students, teachers, parents, workers, companies, community organisations, and government”(Goh, 1997). Thinking schools is a vision of a school system that can better develop the creative thinking skills and learning skills required for the future, and develop future generations into responsible and committed citizens (Goh, 1997) . Learning nation envisions a national culture of lifelong learning, where creativity and innovation thrives at every level of society (Goh, 1997) . In 2004, Singapore launched another major policy initiative “Teach Less, Learn More”(TLLM) (Lee, 2004) into the education system. At the center of TLLM is transforming learning from quantity to quality (Ng, 2008) . It calls for a fundamental pedagogical change from rote learning, repetitive tests and a “one  \nVol 37, 5, May 2012 65  \nAustralian Journal of Teacher Education  \nsize fits all” type of instruction to a more engaged teaching and learning that promote greater innovation and creativity (Ng, 2008). Most recently in 2011, Sin","cbCaipJE4VG5KYo9","https://ap.wps.com/l/cbCaipJE4VG5KYo9","pdf",121034,14,"English","# Abstract\n# Introduction\n## Educational reforms in Singapore and their implications for teacher education\n## The role of initial teacher education and professional development\n## Need for evidence-based, research-informed improvements\n## Review scope and research direction","[{\"question\":\"What is the main focus of the paper?\",\"answer\":\"The paper provides an analytical review of previous research on initial teacher education (ITE) in Singapore and compares it with the wider international context.\"},{\"question\":\"What timeframe does the review cover?\",\"answer\":\"The review surveys main research characteristics over the last decade, covering 1999 to 2010.\"},{\"question\":\"What limitations does the paper identify in existing ITE research in Singapore?\",\"answer\":\"It suggests the field is relatively new and struggles to attract focus, with studies often small-scale and many being one-off. It also notes that quantitative and qualitative studies are commonly conducted in parallel with limited dialogue between them.\"}]","Towards Evidence-based Initial Teacher Education in Singapore - A Review of Current Literature | PDF",1792079255,35]