Theory-Practice Linkage in the Foundational Studies Curriculum for Preparing Professional Teachers.

Overview & Synopsis

Preservice teacher education curriculum development in Singapore has had to confront the problem of more closely integrating theory with practice. In an effort to do this, the foundational studies curriculum was established in the National Institute of Education in Singapore. Foundational studies covers a broad range of compulsory subjects, such as educational philosophy, psychology, sociology, and certain required academic subjects. The paper describes attempts to bridge the theory-practice gap, using three historical phases of teacher education development in Singapore as the framework. The three phases are: (1) pre-1972, dominated by a traditional training model; (2) 1973-1981, characterized by change and qualitative improvements in the training curriculum; and (3) 1982-June 1990, marked by an effort to integrate programs and the introduction of the practicum curriculum. The latest revisions to the foundational studies curriculum include development of a course, "Principles, Issues and Practices in Education (PIPE)." The course is designed to provide a firm grounding in the theoretical underpinnings of sound educational practices crucial to the development of creative and reflective teaching and responsible professional conduct. (IAH)