Pedagogy and Teacher Development

CRCD’s research in pedagogy and teacher development focuses on empowering early childhood educators through evidence-based training, resources, and support. We explore how professional learning, educator well-being, and classroom practices intersect to enhance teaching quality and children’s learning experiences. Our work informs both local and international efforts to strengthen early childhood education through teacher-focused research and innovation.

 

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Ng Ee Lynn

Dr Ng Ee Lynn

National Institute of Education

Dr. Ng Ee Lynn is Senior Education Research Scientist at the Center for Research in Child Development at the Office for Research, NIE. She received her Ph.D. from Nanyang Technological University in 2013. Dr. Ng specialises in early childhood ...

Appointments:
Assistant Centre Director, Early Childhood Education Research, Centre for Research in Child Development Senior Research Scientist, National Institute of Education - Office for Research

Keywords: Child Development | Psychology

Karuppiah Nirmala

Dr Karuppiah Nirmala

National Institute of Education

Dr Karuppiah Nirmala (a.k.a. Nirmala Segaran) is the Head, Education, Centre for Research in Child Development (CRCD), OER, National Institute of Education. She has served several years in the field of early childhood education, holding various posit ...

Appointments:
Senior Lecturer, National Institute of Education - Psychology and Child & Human Development

Keywords: Curriculum Design and Assessment | Education and Pedagogy | Educational Management and Leadership | Teacher Education

Chan, W. T., Waschl, N., Bull, R., & Ng, E. L. (2024). Does experience matter? Measuring self-efficacy in preservice and in-service early childhood educators using the Teachers' Sense of Efficacy Scale. The Asia-Pacific Education Researcher, 33, 1201–1212.

Cumming, T., McFarland, L., Saha, M., Bull, R., Wong, S., Ng, E. L., Sun, J., O’Hara-Gregan, J., Gould, K., & Richardson, B. (2024). Developing the WECARE cross-national research alliance for investigating early childhood educators’ wellbeing. Qualitative Research Journal, ahead-of-print, 1-15.

Ng, E. L. (2024). Enhancing children’s well-being by supporting the well-being of early childhood educators. In Tan, O. S., Low, E. L., Caleon, I. S., & Ng, E. L. (Eds.), Empowering teaching and learning through policies and practice: Singapore and international perspectives: Vol. 4, Enhancing holistic well-being of children and youth: Insights from Singapore for research, policy, and practice in education. (pp. 79-90). Singapore: Springer.

Ng, E. L., Meow, E. (2022). Preschool teachers' experiences of work-related stress: A pilot study of Singapore teachers. In Tan, O. S., Poon, K., Rifkin-Graboi, A., O'Brien, B. (Ed.), Early childhood development and education in Singapore (pp. 303-320). Singapore : Springer Nature.

Bautista, A., Bull, R., Ng, E. L., & Lee, K. (2021). “That’s just impossible in my kindergarten.” Advocating for ‘glocal' early childhood curriculum frameworks. Policy Futures in Education, 19(2), 155-174.

Karuppiah, N. (2021). Enhancing the quality of teacher-child interactions in Singapore pre-schools. Journal of Childhood, Education and Society, 2(1), 58-68.

Tan, S. H., Liem, G. A. D., & Pang, J. S. (2021). Assessment-as-learning through the lens of self-regulated learning: The role of normative competence. In Z. Yan & L. Yang (Eds.), Assessment as Learning (pp. 158–172). Abingdon: Routledge.