Why Singapore’s English Teachers Should Embrace Singlish, Not Fight It
Is it time for Singaporean educators to embrace Singlish as a legitimate learning tool? What the Research […]
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- Local evidence synthesis (LES) on SkillsFuture for Educators (SFEd)
- Overview of SFEd
- Insight 1: Factors Affecting Teachers’ Levels of Competencies
- Insight 2: Levels of Practice (LoP) of Areas of Practice (AoP)
- Insight 3: Enhancing Teachers’ Levels of Practice and Competencies
- Recommendations for SFEd
- Research Gaps
- Further resources
- Research synthesis team
- Acknowledgements
Number: 42
Fund source: ERFP, MAF, Others
Completed: 2015-2021
Nature (type): baseline, evaluation, experimental, explanatory, exploratory, intervention, and mixed.
Dean, Academic & Faculty Affairs
Professor, English Language & Literature
Professor, English Language & Literature
NIE Director
Professor, Psychology and Child & Human Development
Professor, Psychology and Child & Human Development
Education Research Scientist, Centre for Research in Pedagogy & Practice
Knowledge Resource Bank
Local Evidence Synthesis on SkillsFuture for Educators (SFEd)
Summary- The Local Evidence Synthesis (LES) on SkillsFuture for Educators (SFEd) presents synthesised research findings on SFEd within Singapore’s educational context.
- The SFEd is a professional development (PD) road map for teachers to facilitate their acquisition and mastery of necessary skills and competencies.
- Key Insights
- Teachers’ levels of competencies are affected by personal attributes and beliefs, professional knowledge and experience, and the quality and quantity of PD undertaken.
- Most teachers are in the Emergent levels of practice for all areas of practice. However, there are some teachers in the Accomplished and Proficient levels in varying areas of practice.
- It is important to enhance teachers’ SFEd levels of practice and competencies. Some ways this can be done include:
- Addressing the challenges teachers face in enacting SFEd competencies.
- Enhancing the quality of SFEd professional development.
- Recommendations
- Make teachers’ attitudes, beliefs, and dispositions a key feature of PD design.
- Conduct SFEd PD using the relevant principles (read more below).
- Establish school-based change management plans to promote SFEd.
Local evidence synthesis (LES) on SkillsFuture for Educators (SFEd)
Overview of SFEd
Insight 1: Factors Affecting Teachers’ Levels of Competencies
Insight 2: Levels of Practice (LoP) of Areas of Practice (AoP)
Insight 3: Enhancing Teachers’ Levels of Practice and Competencies
Recommendations for SFEd
Research Gaps
Further resources
To access the full LES:
Research synthesis team
- Prof Low Ee Ling, Dean, Academic & Faculty Affairs, Professor, English Language & Literature, NIE.
- Prof Liu Woon Chia, NIE Director, Professor, Psychology and Child & Human Development, NIE.
- Asst Prof Chye Yen Leng Stefanie (formerly of NIE).
- Dr Onishi Pamela Grace Costes, Research Scientist, Centre for Research in Pedagogy & Practice, NIE.
Acknowledgements
The LES on Teaching and Learning 21st Century Competencies involves 42 studies funded by the Education Research Funding Programme (ERFP), MOE Academic Fund (MAF) and other funds, and administered by the Office of Education Research (OER). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Singapore MOE and NIE.
This knowledge resource was extracted and reconstructed from the LES, with approval from the authors, and presented by Ms Shee Yi Xuan, Katherine on 30 April 2025.
