1. COURSE

How would you describe your course to someone who knows nothing about it? (a brief one would do!)

I would describe my course as one that is probably meant for someone who is clear that they want to be an educator. It is rigorous and credible in both the discipline of education and one’s own specialisation. Learn to teach, teach to learn!

 

2. DECISION MAKING

Did you go to JC/Poly? What subjects were you pursuing before university, and were they related to your university course? If you made a switch in your education path/choices along the way, share more about that!

I attended Junior College for my pre-university education, and have taken the following subjects for my GCE ‘A’ Level examinations in 2014:
H2 History
H2 Mathematics
H2 Economics
H1 Chemistry
H1 General Paper
H1 Project Work
H1 Chinese

While it is not a prerequisite for my course of study, taking H2 History for A Levels did provide me with essential perspectives and experience for my course. That said, I know of batchmates and seniors who did not take H2 History in my course. Hence, don’t let your lack of experience in the relevant subjects prevent you from pursuing the teaching/academic subjects that you might be interested in.

What courses were you considering, and what were the factors that personally shaped your decision (from more important to not as important)?
What made you decide on teaching? Are you sure you want to be a teacher?

The question of ‘why teaching?’ may seem like one that is easy to answer. However, little do one knows that it is actually fairly loaded. When you ask any teachers, there are likely going to be a plethora of reasons as to why one would pursue teaching with many often citing how they were inspired by their own teachers and that they wanted to pursue a meaningful profession that would impact someone’s life. Teaching has been my aspiration since I was a primary school student. I looked up to most if not all the teachers that have taught me! I have always been marvelled by their dedication, commitment and how they inspire so much with what they do (be it consciously or unconsciously). I decided that I wanted to be part of the force that makes a difference in one’s education journey, hoping that with the little that I have in me, I would be able to help students in need, and guide them through to prepare them for this volatile, uncertain, complex and ambiguous world. Thus, yes. I was sure I wanted to be a teacher. Prior to my course, I had experience in tuition centres, private tuition, teaching internships as well as some peer tutoring experience. All these were taken up with the aim of eventually becoming a full fledged teacher that I have always longed to be.

Other than NIE’s Bachelor of Arts (Education) course under the Teaching Scholars Programme (TSP), I was also offered admission into NUS FASS and NTU Mathematical Science, which was under the School of Physical and Mathematical Science (SPMS).

Background information behind the courses considered

Why the combination? Well, at the point of university application, my interest lies heavily in Mathematics. It was my favourite subject during my secondary school and junior college days. However, NUS FOS (the faculty that provided their undergraduate mathematics courses) only accepted individuals who had completed 2 A Level H2 Sciences then. Hence, I was offered FASS from NUS, my second choice from NUS, along with Mathematical Science from NTU, my first choice from NTU.

A few months later, when I was notified that I was offered the MOE Teaching Award with my curriculum subjects being History and Social Studies, I went and accepted my NUS placement and subsequently matriculated into NUS FASS. Approximately 1.5 years later (after my NS), I was invited to attend the NTU-NIE TSP tea session where they formally introduced me to a fairly new programme that started in 2014. During the tea session, I decided to make a switch from NUS to NIE for my bachelors degree.

Factors that shaped my decision

Factor #1: Potential to have closer interactions and build closer relationship with my professors

One of the main distinctions between NIE and other autonomous universities is that class size for the Bachelor of Arts and Bachelor of Science (BABSc) programmes are a lot smaller than that of other universities. In my batch, I only have 9 other classmates in my history classes, which might be even smaller in our respective prescribed electives that we have chosen. The small class size not only helped to build and establish close relationships with my classmates, who have accompanied and supported me for 4 years, but it will also help build a stronger professor-student relationship where the professors would likely know me by name and that we should be able to talk openly outside of class time. It should also be noteworthy that the history professors whom I have met in NIE are really caring and nurturing!

Factor #2: Meeting like-minded batchmates who will accompany me through my journey as an educator

Another reason that motivated my change in course was how I knew that everyone who will be in the programme are working towards becoming effective and proficient educators. With the same end goal, most of us were able to interact and connect well. My batchmates were responsible in group projects, were professional on various matters and committees and were caring towards one another!

Factor #3: Opportunities embedded in the programme

The BaBSc programme that was provided under the TSP was well thought out and structured that not only helped me become a proficient educator, it also provided valuable opportunities that I might not be able to obtain if not for the programme. I will list some prominent features of the programme below:

For school experiences, students in the course will undergo:
2 weeks of school experience at the end of their 1st year (1 week in primary school, 1 week in secondary school)
5 weeks of teaching assistantship at the end of their 2nd year (5 weeks in your designated track, primary or secondary) OR 5 weeks of international practicum opportunities (where you can choose to experience teaching in another country)
5 weeks of teaching practicum 1 at the end of their 3rd year (in your designated track, primary or secondary)
10 weeks of teaching practicum 2 at the end of their 4th year (in your designated track, primary or secondary)

For other overseas opportunities:
Volunteering projects (from the planning to its execution) in countries like India and Bhutan.
Summer/Winter Schools
Academic Conferences

Factor #4: Time

One of the reasons that made the course enticing was how it helped me reach my goal earlier. As one who would like to become a teacher, the programme would allow me to teach after I obtain my 4-years BA (Education) degree. On the other hand, should I stick with my original path of NUS or NTU, I would need to undergo an additional 16-month training in order to obtain the Post-Graduate Diploma in Education (PGDE) before I could teach. Personally, I didn’t want to start my teaching career at age 28, which was one of the reasons why I have decided to make the switch in course as well.

Others

In addition to what I have shared, there are also a few other considerations that I have deliberated before deciding to change my course.

Firstly, I was reassured that I would be graduating with a Bachelor of Arts and not a Bachelor of Education. Graduating with a BA would also mean that it would not close up my options should I decide to pursue post-graduate in history or other related/relevant field.

Secondly, not only are the undergraduate history courses pitched appropriately at a university level without compromise, the curriculum also ensures that we cover the relevant areas that are essential for the secondary school syllabus. In hindsight, based on my semestral exchange experience and interactions with people outside of NIE, I am glad and proud to say that NIE history courses have not compromised my academic experience, and have prepared me to engage in critical and engaging academic discussions.

Thirdly, the BaBSc promises a rigorous curriculum that equips me adequately in both education and my respective academic disciplines (History and Social Studies). The course is packed with well designed Academic Subjects (AS) modules, Curriculum Studies (CS) modules and Education Studies (ES) modules. These modules help to build and develop the multi-disciplinary craft of teaching.

 

How did you decide on your school (over other schools that offered your course) eventually?

No school outside of NIE, in Singapore, to my knowledge, offered a Bachelor of Arts (Education) for History and Social Studies, both of which are my chosen and assigned teaching subjects.

 

As a whole, how do you think we can advise our juniors to make the decision that feels the most right to them?

I think it is thoroughly important for juniors to look for their own balance between their interest/passion, future prospects and their ability/skills. In a long and arduous education journey, it will eventually be one’s interest and passion that keeps one going. When it pertains to future prospects, it is important for you to be aware of what you want to do, what is the industry currently looking like and what might it be like in the future. it is also important to consider what and how much you have/know when it comes to a specific or technical knowledge (E.g. programming and computer science). All in all, I would recommend you to find your own balance because different people do have different amounts of considerations across the factors that I have listed. For some, their interest might be the main driving force, for some, their ability and skills might be their main motivation. It is critical to be self-aware.

You learn to find your balance and bridge the knowledge gap by doing research on the industry and the profession, by asking university seniors, by asking working adults, by looking through the course structure of the course that you are interested in. Collectively, the more you know, the more you are able to make an informed decision. Of course, make sure that you are critical of your sources and assess their reliability and accuracy. (is it representative? Is it credible? etc.)

When you have done the above and have found a course that resonates with your balance, I believe that is when you will appreciate and enjoy your learning experience in your own education journey!

 

3. TEACHING CURRICULUM

What’s your course structure like?

The information about the course is available here.  

How many modules/seminars/tutorials/lectures per week? By semester / term / month?

Most 3 Academic Unit (AU) modules would have 3 hours of lesson a week. For history and social studies AS modules, there would typically be 2 hours of lecture and 1 hour of tutorial each week. However, ES and CS lessons are highly flexible.
In NIE, there are typically 12-13 teaching weeks each semester.

Is it based on mostly individual exams or group assignments?

[Pre-Covid] Most history and social studies modules include a term paper (typically an essay that can range from 1,500 to 3,500 words) and a 2.5 hour examination. However, variation may exist depending on the professor. Some professors would include weightage that might include class participation, additional essays of varied nature (e.g. document analysis) and presentations. All ES and CS modules do not have examinations. They usually consist of both individual and group components that may include, but are not exclusive to: lesson packages, lesson plans, presentations, reports, etc.
[Post-Covid] Examinations are replaced by additional assignments

Are there reading weeks / sabbatical terms?

1 Recess week after 7 weeks of lesson, 1 reading week after another 5 weeks of lesson before examination commences (the reading week might be subjective to prof’s arrangement)

 

How is a day in the life of a student in your course & school like (describe the activities/people that you meet or have throughout a day, and how long a day you spend in school/studying/awake)?

A typical day in NIE might be quite interesting for some! As mentioned, the modules that we take are really diverse! Not only do we take university modules of respective disciplines (history and social studies for me), but we also take education and curriculum studies modules! I could be learning about Tokugawa Shogunate in my modern east asia history module, learning how to plan a lesson for secondary school history class in another module and learning about reliability and validity of assessment modes in another module all in one semester! During my AS and CS classes, I would be with classmates who are all training to be history and/or social studies teachers. For ES classes, I would get to interact with colleagues from other subject groups (e.g. sciences, literature, languages, art, music, etc.).

Lessons start as early as 8.30am, and it happens more frequently than one imagines! BUT, considering that a typical secondary school starts around 7.30am, 8.30am is quite a luxury, don’t you think? Haha. That said, I have not attended any AS/CS/ES lessons that are scheduled later than 5.30pm. The duration I spend in schools heavily relies on my scheduled lessons for the semester. There might also be days where I have no lessons at all.

There are also NIE clubs and activities! These clubs and activities were typically held in the evening as students’ schedules might clash if it were held in the day. I have friends who joined dance fusion, where they learn and practice their dance routines once every week, increasing in frequency when nearing performance. There are also friends of mine that joined the visual and performing arts (VPA) group!

 

What is the format of your assessments/exams like (practical / MCQ / essay; online/offline; mostly individual or group assignments)?

Most AS modules (History and Social Studies) consist of individual term papers (essays) and examinations (essays). Some profs may include additional components such as seminars, presentations and class participation. On top of the weighted components listed above, there are also usual tutorials and lectures that students should attend with the identified readings read.

Most ES modules (Education related modules) consist of group and individual components. ES modules’ assignment might vary according to the professor or the lecturer’s assessment design. Some assessment modes that I have encountered include MCQ, Presentation, Term paper, Lesson Plan and Report. There are no examinations for ES modules.

Most CS modules (History and Social Studies Education) consist of group and individual components. CS modules would usually require students to do up lesson plans, lesson packages and lesson materials as the modules’ submission. However, some modules of mine would require submissions such as field trip package, execute field trip, source analysis and future modules that would require me to set examination papers and answer schemes.

 

How heavy would you say the workload for your course is compared to an average student in your university?

Personally, I think that the workload seems to be fairly manageable for most of the undergraduate years except for my second year, where I have taken about 23 AU for one of the semesters. However, I think workload is highly subjective to the individuals’ ability to cope with stress, perception of the level of stress and the expectation they have for themselves in terms of their learning and their results. It could be due to my own philosophy that amidst my workload, I was still able to participate in NTU, NIE and Hall activities throughout my 4 years in NIE. I will share my philosophy and outlook for university education in the last part of this article.

 

There are often certain skills or content knowledge that you learn in university that can be learnt outside of school independently. Would you say there’s a difference between learning this knowledge/skills independently versus in university? What knowledge/skills would you say can only be learnt from your course?

In my opinion, university professors are well-researched in their respective fields. While many skills could potentially be picked up and refined outside of universities, in the craft of teaching, it would be essential that educators are familiar with well-researched methods in pedagogy and have an adequate understanding in both assessment and the curriculum. Hence, I personally subscribe to the schools of thought that having a good theoretical understanding would further refine one’s school experience and might equip teachers with tools that they would be able to deploy when they are teaching. That is not to say that I would disregard the importance of application. Rather, I think that application and theory should work hand-in-hand, complement each other for the betterment of the teaching and learning process.

In the course, skills and knowledge that student teachers might be able to pick up could be (non-exhaustive):
Communication and collaborative skills
Research skills (From most university-level courses)
Analytical and Evaluative skills (from the History and social studies skills)
Content knowledge in the respective discipline (for me, it would be history, social studies and education)

 

Are there specialisations within your degree? If yes, when do you have to choose your specialisation, and what specialisation(s) have you chosen?

Yes. There are specialisations for the degree. The specialisations are decided based on the teaching subjects that the students have applied and subsequently assigned by MOE. The specialisations are pre-determined prior to the start of the course, any changes to them would require prior approval from both MOE and NIE.
As for me, I am currently fixed to be teaching secondary school history (AS1) and social studies (AS2). The academic discipline that one “major” would thus be aligned to that of one’s AS1.

 

How are the faculty / professors of your course like? Any favourite professors!

Within NIE, there are several departments and academic groups. Given that I specialise in History and Social Studies, I thus work closely with professors from NIE Humanities and Social Studies Education (HSSE) academic group. There are only 5 History professors/lecturers that offer history courses for undergraduate courses, during the 4 years that I am in NIE. All professors specialise in different areas, their profile, research, publication and projects can also be found online through the NIE websites. Personally, I find the history and social studies professors/lecturers in NIE particularly caring, endearing, patient and passionate in their respective lessons. They are open to interacting with students outside class time and are receptive towards consultation whenever required.

In addition to the above mentions, it might be reassuring to know that each undergraduate in the BaBSc programme will be assigned a professor/lecturer as an academic advisor. Should the student face any difficulty, they could contact the academic advisor to talk about their worries and thereby seek appropriate advice.

 

Are there any final year projects / capstones / thesis to do?

Academically, students in the NIE BABSc programme are required to engage in 2 research projects: An education research and an Academic Exercise (which is similar to other university’s Final Year Project).

The education research is approximately a 1-year long research stint that students have to partake in, under the guidance of a lecturer/professor from NIE, during either their second or third year in NIE. Students are given the choice to select research projects that the professors/lecturers propose. Alternatively, students could also approach professors with research ideas and projects. At the end of the education research, students are expected to produce a research paper, abstract and poster as research deliverables.

The academic exercise is approximately a 1-year long research that one will do under the supervision and guidance of an assigned supervisor. The research undertaken under the academic exercise centers around the academic discipline that one “majors” in (e.g. History, Physics, Chemistry, etc.).

By having the opportunity to participate in 2 research projects, students will be able to gain valuable research experience under the guidance of trained professors and lecturers in their respective discipline (education, history, etc.).

 

4. PERSONAL EXPERIENCE / PREFERENCES

What were your most and least favourite/interesting classes/part of your course?

I loved the course titled “Historian and his craft” and “Historical interpretation”. The courses that were taught by Associate Professor Rahil Ismail really laid a good foundation for me in understanding the discipline. They were really thought provoking and I appreciated the criticality and delivery of the class by the passionate and knowledgeable professor. It redefined how I understood History and has also given me a glimpse of what Historians do.

I don’t really have a least favourite class. I think it is important to understand the rationales why certain classes are included in the course structure. Once you know how to appreciate what the objective of the class and how it value-adds to the craft of teaching and/or to one as an educator, I believe the outlook to most courses would be largely positive!

 

What are some thing(s) you didn’t know/expect about the course before starting, and what are some things that surpassed your expectations?

I thought that I would be compromising on the rigour of History considering how the course is structured and that I would be graduating with a Bachelor of Arts (Education) and not history. However, during my semester exchange and through my interactions with other humanities students (inc. History), I realised that I was not deprived of a rigorous history education. Instead, I believe that the classes did help me become more critical of issues and helped me refine my analytical skills.

The professors are also a lot more friendly than I would have thought. They were really personable, caring and approachable. The different styles that they have also diversify my university experience, making it really interesting and enjoyable!

 

Are there any common misconceptions/stereotypes about your course that you would like to debunk?

I think when it comes to the BABSc programme, there seem to be an ongoing myth that it is largely for those who have failed to qualify for other courses. I think this is largely untrue. Most of the people whom I have met in NIE were offered multiple placements in various autonomous universities in Singapore. Some even had the option to study in prestigious universities overseas but have made their choice to pursue their undergraduate education in NIE. It is very important for one to understand their desire and intent to become a teacher before enrolling themselves in NIE. Once you are clear of your intent, the education journey in NIE will then be an enriching and fruitful one!

Some people also think that one would be deprived of a rigorous university education in non-education academic disciplines. This is also untrue. There are professors who specialised in their academic field in NIE, just as how there are Historians that research and teach in NIE. While the number of professors in NIE could not be compared to that of NTU and NUS, you can be sure that classes (at least for History) that you take in NIE would provide the academic rigour and tenacity that you are looking for. It did for me at least.

 

Were there times when you regretted your decision? / Is there anything that you didn’t particularly enjoy about your course?

There were some instances where I wished I had more options when it comes to the courses that I could select from. Even though I could have used my Unrestricted elective requirements to take history courses offered by NTU, I hoped that for my prescribed elective, I had more courses to select from.

Also, while I appreciate the small class size (usually about 9 to 12), I actually hoped that I had more coursemates. A number of 20ish seems nice haha.

 

Are there many people who switch out of your course? Is the student retention rate for your course high?

Nope. No one I knew switched out of my course. Likely because of the nature of the course and how most knew that they wanted to become effective educators that inspire others.

 

What sort of student do you think would excel in / be suited for your course? Or what should one like (e.g. working with numbers, presentations) in order to enjoy your course?

Students who are passionate in their academic discipline and would like to inspire future generations as educators would likely be suited for the course (in my opinion). Be open-minded to the courses that you may encounter/may be required to study. It might also help if one is reflective, understanding, resilient and inquisitive in nature. These traits and characteristics might be able to bring you far during your time in NIE.

 

5. CAREER PROSPECTS

What are the career prospects like for your course?

Well, pretty sure most if not all who have graduated from my course become teachers upon graduation, since there would usually be a contract signed with MOE before one commences his/her undergraduate study in NIE.

 

What are your plans after university?

After completing my final teaching practicum, scheduled to be from February 2021 to April/May 2021, I will be following MOE’s timeline and report to work as an education officer (AKA teacher) at the school that MOE will be assigning me to by then.

 

Would you say you went into your course already making the decision to pursue a career related to your course?

Yes. Teaching, unlike any other degree and discipline, does require one to be clear in what he or she wants to do. For me, I was awarded the Teaching Award, and thus have my studies sponsored by MOE. I will then have to serve a 4-year bond with MOE upon graduation.

 

Did you have any internships/work experience related to your career (elaborate if yes) and did your school give you sufficient training & resources? Otherwise, where else did you find them?

There are teaching observations and experiences scheduled throughout the 4 years to help one gain adequate experience before the final teaching practicum. Details of the scheduled teaching experiences can be found in earlier segments of this article. NIE has scheduled curriculum studies classes that will equip student teachers with the relevant skills to plan and understand lesson design and execution, as well as education studies classes that teach you theories on classroom management. However, it is the responsibility of the student teacher to be diligent in refining their craft in teaching (assessment, pedagogy and curriculum). I would encourage student teachers to read extensively on the theories and readings that the lecturer has set. These will benefit student teachers in schools as they learn to be flexible and manipulate these tools that they have acquired in the context that they encounter during their school experience.

 

6. STUDENT LIFE

Did you stay in campus accommodation? Do many of your friends stay on campus?

I stayed in NTU Crescent Hall for all 4 years of my undergraduate life. With my commitment mainly targeting hall activities, I got to know plenty of friends from different courses and people of different backgrounds and life experiences! All NIE students under TSP should stay in hall during their first year to complete a compulsory module, Group Endeavour Service Learning (GESL).

NIE students under TSP are also guaranteed hall placements in NTU for all 4 years, hence, most schoolmates of mine do stay on campus, albeit in different halls.

 

How is the school culture like and how would you describe the people? What should students entering your school take note of?

I think that NIE has a very caring, professional, respectful and inclusive school culture. All students understood that everyone is working towards becoming proficient and inspiring educators, hence, most are very responsible and professional during group works. Most schoolmates whom I have met were diligent in their academic work and took all presentation, individual assignments and group work seriously.

Students who are entering the school should take note of the abovementioned experience. While it might differ slightly across certain batches, they are largely consistent with NIE students. I mean, you should not expect less if you are going to be leading and role-modelling for students in the future right? 🙂

 

What were your CCAs?

1st Year
NIE: Head Programmer of Orientation Programme Management Committee (NIE Freshman Orientation Programme Main Committee)
Hall: Hall Acapella, Honorary General Secretary of Hall Council, Programmer of Hall Freshman Orientation Camp

2nd Year
Hall: Vice-President of Hall Council, Programmer of Hall Freshman Orientation Camp, Hall Acapella, Hall Jam Band

3rd Year, Semester 1 (Exchange at University of Glasgow)
UoG Acapella
Community choir
Started NTU URECA Research (in the field of Education)

3rd Year, Semester 2 (NTU)
Concluded NTU URECA Research (in the field of Education)

4th Year, Semester 1
School: NTU Harmonix

 

What other opportunities have you made use of in university e.g. overseas exchange (can also include external commitments)? Which do you cherish most?

Significant Programmes participated

1st Year:
Non-teaching internship: Media project Intern
2 week school experience in primary and secondary school (lesson observations)

2nd Year:
5 week international practicum in Taipei, Taiwan
2 week Summer School in Zurich, Switzerland

3rd Year
4 month Semester exchange in Glasgow, Scotland
Education Research under NTU URECA programme
5 week Teaching Practicum @ local secondary school

4th Year
Academic Exercise (Final-Year Project) – supervised History undergraduate thesis (10,000 words)
10 week Teaching Practicum @ local secondary school (before graduation)

While I don’t think any experiences are replaceable, I think my summer school experience is the most memorable. I made friends from different parts of the world that I am still in touch with to date.

 

Any parting words or advice for juniors? :,)

University is a great place to have fun through socialising with others and through learning (knowledge acquisition). However, I think it is extremely important for one to be clear of his or her priority as one manoeuvres through university. What do you want to gain from your university education? How do you go about achieving those aims. In addition to the goals and means to achieve them, I think it is important to be self-aware and develop your own thoughts and opinions on various matters. In university, one is bound to meet people of different backgrounds, abilities, profiles, experiences, working styles, and more. It is thus important to be aware and critical of your own decision and understand how you work. Don’t simply go with the flow and lose track of your priority. Whatever decisions or route that you have chosen, you have to know that you are able to bear the consequences and be ok with the sacrifices that you have decided to make.

Have fun socialising! Have fun learning!

All the best in your future endeavours, regardless of the pathway that you have chosen 🙂