Isakova PROGRAMS OF PROFESSIONAL TRAINING FOR TEACHERS OF NATIONAL LANGUAGES OF THE PRESCHOOL SECTOR OF EDUCATION IN SINGAPORE

Authors

  • Єлизавета Петрівна Ісакова Донбаська державна машинобудівна академія

DOI:

https://doi.org/10.18372/2411-264X.18.15475

Keywords:

teachers of national languages, preschool education of Singapore, professional training programs, certification of teachers

Abstract

Professional training of teachers is one of the main directions of renovation and optimization of the education system. Teachers play a key role in the educational process. Their professional level significantly affects the effectiveness and quality of training. The purpose of the research is to study the experience of the Republic of Singapore in the organization and implementation of an effective system of professional training for teachers of national languages in the sector of preschool education.  The research is based on systemic, personally-oriented and synergistic approaches and was conducted with the usage of such research methods as analysis, comparison and systematization. Results. The study of the modern system of preschool education in Singapore has demonstrated an increase in demand for studying national languages ​​in preschool education institutions, which is caused by bilingualism of the educational process.  For a long time in the education system of Singapore, a shortage of local teachers of national languages ​​was observed, which forced the government of the country to reform the system of their professional training. The conducted analysis has demonstrated that the modern system of professional training for teachers of national languages ​​in preschool education institutions is characterized by a variety of professional training programs, which gives an opportunity to obtain professional qualification for entrants with various academic achievements. The main directions of the programs of professional training for teachers of national languages ​​are in-depth study of the national language and cultural aspects of its functioning; peculiarities of the development of little children and methodology of teaching a national language for them; professional, personal and research development of future teachers, as well as practical application of acquired skills in the organization and provision of the educational process. Conclusion. Singapore managed to build an effective system of professional training for teachers of national languages ​​in the preschool institutions, which ensured an increase in the number of local specialists in this education sector. Programs of professional training for national language teachers are an integral part of the general system of professional training for teachers-philologists, which is based on the principle of continuity and provides opportunities for further professional growth.

Author Biography

Єлизавета Петрівна Ісакова, Донбаська державна машинобудівна академія

кандидат філологічних наук, доцент кафедри мовної підготовки

References

Іщенко, Л. (2013). Навчання дітей дошкільного віку рідної мови. Умань: ПП «Жовтень», 138.

Машкіна, Л. (2019). Формування фахової компетентності майбутніх вихователів дітей дошкільного віку в освітньому процесі закладів вищої освіти. Молодь і ринок, 1(168), 80-84.

Притуляк, Л.Н. (2015). Особенности формирования профессиональной компетентности будущих воспитателей ДУЗ. Балтийский гуманитарный журнал, 2 (11), 71-74.

Реформа освіти та науки. Урядовий портал. Відновлено з http://www.kmu.gov.ua/diyalnist/reformi/rozvitok-lyudskogo-kapitalu/reforma-osviti

Academic grading system. Singapore education.info. Retrieved from http://www.singaporeeducation.info/education-system/grading-system.html

Becoming a Mother Tongue Language teacher. For new entrants to the Early Childhood sector. Early childhood development agency. Retrieved from http://www.ecda.goc.sg/Educators/Pages/Becoming-a-Mother-Tongue-Language-Teacher.aspx

Becoming a Mother Tongue Language teacher. For in-service educators who currently possess an Advanced Certificate in Early Childhood Care and Education, Diploma in Early Childhood Care and Education or equivalent qualification. Early childhood development agency.

Retrieved from http://www.ecda.goc.sg/Educators/Pages/Becoming-a-Mother-Tongue-Language-Teacher.aspx

Certificate in preschool Mother Tongue Language teaching. Malay language. NIEC. National Institute of Early Childhood Development. Retrieved from http://www.niec.edu.sg//courses/certificates/certificate-in-preschool-mother-tongue-language-teaching-malay-cmptl-m/

Choo, K.K. (2010). The shaping of childcare and preschool education in Singapore: from separatism to collaboration. ICEP 4, 23–34 (2010). Retrieved from https://doi.org/10.1007/2288-6729-4-1-23.

Deng, Z.D., & Gopinathan, S. (2016). PISA and high-performing education systems: explaining Singapore’s education success. Comparative education, Vol.52, №4. Retrieved from

http://www.discovery.ucl.ac.uk/id/eprint/10089823(1)/DengGopinathan%20_2016_Singapore%20PISA%20final.pdf

Diploma in Chinese Studies (Early Childhood Teaching) №70. NIEC. National Institute of Early Childhood Development. Retrieved from http://www.niec.edu.sg/courses/diplomas

Early Childhood Care and Education (ECCE) programmes in Singapore. (2006). UNESCO International Bureau of education (IBE), Geneva, 9. Retrieved from http://www.unesdoc.unesco.org/ark:/48223/pf0000147238

Grieshaber, S. (2017). A changed agenda for early childhood education in the Asia-Pacific. In M. Li, J.L. Fox, S. Grieshaber (Eds.), Contemporary issues and challenges in early childhood education in Asia (p.p. 1-17). Pacific Region. Springer.

Kim, Ch., & Choi, Y.B. (2017). How meritocracy is defined today? Contemporary aspects of meritocracy. Recent issues in sociological research. Economies and Sociology,Vol.10, no 1, 112-121. Retrieved from http://www.economies-sociology.eu/files/ES_10_1_Kim_Choi.pdf.

Ng, S. (2011). Preschool curriculum and policy changes in Singapore. Asia-Pacific Journal of resources in EC education, Vol. 5, no 1, 91-122.

Nurturing Early Learners. A Curriculum for kindergartens in Singapore. Framework for mother tongue languages. Ministry of Education of Singapore. Retrieved from

https://www.nel.moe.edu.sg/qql/slot/u143/Resources/Downloadable/pdf/nel-framework/nel-framework-for-mtls.pdf.

Rao, N., & Sun, J. (2017). Introduction. In: Rao N., Zhou J., Sun J. (eds) Early Childhood Education in Chinese Societies. International Perspectives on Early Childhood Education and Development, vol 19. Springer, Dordrecht. Retrieved from https://doi.org/10.1007/978-94-024-1004-4_1

Statistics on local mother tongue language teachers in pre-schools. Ministry of social and family development. Retrieved from http://www.msf.gov.sg./media-room/Pages/Statistics-on-local-mother-tongue-language-teachers-in-pre-schools.aspx

Tamil language teacher training system. Ministry of Education of Singapore. Retrieved from http://www.moe.gov.sg./careers/mother-tongue-language-kindergarten-teacher/tan

Requirements for teacher certification. Early Childhood Development Agency. Retrieved from https://www.ecda.gov.sg/Educators/Pages/Teacher-Certification.aspx

Teng, A. (2018, January 25). Preschool struggle in hiring local mother tongue teachers. The Straits Times Singapore. Retrieved from URL:http:www.straitstimes.com/singapore/education/pre-school-struggle-in-hiring-local-mother-tongue-teachers

Published

2021-06-01

Issue

Section

Статті