ABSTRACT
In Singapore, we subscribe to the view that learning to teach is not merely the mastery of a list of competencies or teaching techniques, but a whole-person development that includes knowledge, experiences, beliefs, and values. Practicum or clinical experience enables pre-service teachers to acquire beginning teacher competencies and helps prepare them for the realities of teaching by providing them with a clear understanding of the meaning of their profession. It provides a platform for pre-service teachers to act on their beliefs and intentions, and to practice, get feedback, and reflect on their role as teachers. In the National Institute of Education (NIE), clinical experience is an integrated component of the teacher education programmes. It is the spine that provides shape and support to the programmes, and helps frame the courses.
This chapter will describe the key tenets in the design and conceptualisation of clinical experience in the Singapore's model of teacher education. The emphasis will be on the NIE's enhanced practicum model and its five key tenets. The key tenets are (1) integration and coherence, based on a shared vision, a consistent underpinning philosophy, and key programme components that are thoughtfully interwoven together; (2) purposeful mentoring, where mentors are encouraged to focus on interactions that promote an inquiring perspective and the development of skills and habits of learning from practice; (3) graduated approach and extended practice that provide both crucial support and adequate practice; (4) holistic evaluation of knowledge, skills, and values that have clear defined standards; and (5) a focus on developing thinking dispositions with the use of planned and structured reflection, and Focused Conversations (FCs).
