This article will reflect on the first author’s deanship journey from 2008 to 2014, which saw the mobilization of the NIE Teacher Education Model for the 21st Century (TE²¹) and conceptualization of the V³SK framework for teacher education curriculum. Taking a big picture approach, the model and framework were architecturally derived through our building block and improvement systems approach where strong foundations were critical. The period of the late 2000s through the next decade saw an increased interest in education reforms worldwide. Two major trends saw a confluence in interest in Singapore. Firstly, there was increased research pointing to the importance of the teacher factor. Secondly, enhanced interest in the Programme for International Student Assessment (PISA) and international comparisons placed Singapore under global spotlight owing to her remarkable performance. Singapore drew much attention from education ministries around the world, which were visiting Singapore to learn how we invest in education and more importantly what we do to bring ideas to fruition. It became clear that the teacher factor was a significant reason for Singapore’s success. This article will share on how TE²¹ was a scholarly and pragmatic endeavour resulting from research-informed and motivated teacher educators working with partners and stakeholders in practice whilst taking a globalized perspective. The pinnacle of the TE²¹ model was the V³SK framework which continues to permeate theory and practice. The framework has gone beyond a professional guidepost to capturing the importance of the teacher symbol. In essence, we were building on roots, culture, values, and wisdom as we tapped on science and evidence.

本文将回顾第一作者从 2008 年到 2014 年的院长历程，见证了 NIE 21 世纪教师教育模式（TE 21 ^）的动员和教师教育课程V ^{3 SK 框架的概念化。}从大局来看，模型和框架是通过我们的构建块和改进系统方法在架构上衍生的，其中坚实的基础至关重要。从 2000 年代末到接下来的十年，全世界对教育改革的兴趣日益浓厚。人们对新加坡的兴趣融合了两大趋势。首先，越来越多的研究表明教师因素的重要性。其次，人们对国际学生评估计划（PISA）和国际比较的兴趣增强，使新加坡因其出色的表现而受到全球关注。新加坡引起了世界各地教育部的高度关注，他们访问新加坡是为了了解我们如何投资教育，更重要的是我们如何将想法变成现实。很明显，教师因素是新加坡成功的重要原因。本文将分享 TE ²¹如何成为一项学术性和务实性的努力，是由具有研究知识和积极性的教师教育工作者在实践中与合作伙伴和利益相关者合作，同时以全球化的视角进行的。^{TE 21}模型的顶峰是 V ³ SK 框架，该框架继续渗透到理论和实践中。该框架超越了专业的指导方针，捕捉到了教师符号的重要性。从本质上讲，我们在利用科学和证据的同时，也在根植于根源、文化、价值观和智慧。