Abstract
This article examines continuity and change in conceptual orientations for teacher preparation in Singapore. Through an analysis of the orientations in the past and at present in terms of the technological, the practical, and the transformative, the paper shows that while there are notable changes in the current orientations, the technological and the practical remain the two dominant orientations today. Combined together, these two orientations support the long-standing training model of teacher preparation. The article challenges three core assumptions of teacher preparation as training--concerning what teaching is, the primary purpose of teacher preparation, and the role of practical experience. It argues that the training model cannot stand up to the expectations and challenges to teacher preparation created by current new educational initiatives. This article concludes with a discussion of the different ways of thinking about teaching and teacher preparation in response to the new expectations and challenges.
Published Version
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