Teacher education (TE) in Singapore has undergone regular reviews and reforms over the years within the National Institute of Education (NIE). The main impetus tended to be to ensure continual relevance of TE to the educational landscape in Singapore, as well as to incorporate new evidences in pedagogical and assessment practices. The 2004–2005 TE review in NIE, while operating within similar considerations, incorporated a then new perspective into teacher preparation. It introduced the Group Endeavour in Service-Learning as a core curriculum component, so as to more firmly link the work of a teacher to communities in Singapore. This established a conduit through which student teachers could “practise” values, representing one of the three key parts of the Values, Skills and Knowledge framework that guided TE in NIE. This paper aims to not only revisit key aspects of the curriculum review done in 2004–2005 but, more importantly, to examine current contexts within which TE operates to provide insights on how TE can and may evolve in the near future.

多年来，新加坡的教师教育 (TE) 在国家教育学院 (NIE) 内进行了定期审查和改革。主要推动力往往是确保 TE 与新加坡教育格局的持续相关性，以及将新证据纳入教学和评估实践。2004-2005 年 NIE 的 TE 审查虽然出于类似的考虑，但在教师准备方面纳入了当时的新视角。它将服务学习的团体努力作为核心课程组成部分，以便将教师的工作与新加坡的社区更紧密地联系起来。这建立了一个渠道，学生教师可以通过该渠道“实践”价值观，代表指导 NIE TE 的价值观、技能和知识框架的三个关键部分之一。