Practices of Teacher education based on STEM in China and Singapore (Essay Sample)

PRACTICES OF TEACHER EDUCATION FOR STEM IN CHINA AND SINGAPORE
by Student’s Name:
Course Name:
Professor’s Name:
University Name:
Date:
Practices of Teacher Education for STEM in China and Singapore
The rapid development of information technology has reshaped the education landscape. Consequently, the global economy has become highly dependent on international educational competitions. As described by Davis, Chandra and Bellocchi (2019, p.25),the advancements of technology have necessitated the need for high-quality Science, Technology, Engineering and Mathematics (STEM). This paper seeks to explore the practices of teacher education for STEM in Singapore and China based on educational documents.
Singapore is a representative of one of the Asian countries with an aggressive push for STEM education. Freeman, Marginson and Tytler (2019, p.353) revealed that the Ministry of Education started promoting STEM program since 2013. Currently, all secondary schools in Singapore have implemented the STEM programme. All primary schools in Singapore are expected to have achieved the Applied Learning Programme by 2023. The Ministry of Education supports all schools that offer STEM to strengthen and enhance their capabilities programmes, which nurture creativity and innovation among the students (Wu et.al., 2020. P.24). Consequently, Singapore Science Centre was launched in January 2014 as a STEM unit dedicated to igniting student’s passion.