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National Institute of Education

Celebrating 70 Years:
Inspiring Learning, Transforming Teaching, Advancing Research

Enjoy FREE ACCESS to the articles listed below, via this page, until 31 January 2021


Founded in 1950 and 70 years on, the National Institute of Education (NIE) remains an integral part of Singapore’s education service for its role in shaping and preparing teachers and, the provision of teacher professional and school leadership development programmes. To celebrate this milestone and to thank you for being a part of our journey, the institute has put together a virtual special issue from its three signature journals that focuses on the central theme “Inspiring Learning, Transforming Teaching, Advancing Research”.

Asia Pacific Journal of Education

Asia Pacific Journal of Education focuses on education policy and governance, curriculum and pedagogy, and the everyday lives and practices of school leaders/management, educators and students with relevance to Asia and the Pacific region. 

Pedagogies: An International Journal

Pedagogies: An International Journal  provides a forum for discussions on how educators might improve teaching and learning in formal and informal settings. It brings together emergent and groundbreaking work on pedagogy in response to transforming communities and student bodies, new knowledge and forms of communication. Articles range from analyses, discussions, debates, reviews and studies of the most tenacious and perennial educational issues such as teaching to diversity, innovative engagements with new technologies, new repertoires of teacher practice, and preparation of students for emergent forms of civic, workplace, and community life.

Learning: Research and Practice

Learning: Research and Practice aims to be the journal of choice for empirically supported learning theorisations that challenge the existing view. The intent is to support distinct and progressive research that responds to the problems of current educational practices and traditional views of learning. It seeks to publish articles that introduce innovative perspectives in due recognition of the intellectual history of the field, and grounded in empirically supported investigations of learning processes and outcomes. 

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