That’s something I’ll take home with me

The collaboration between Linköping University (LiU) and the National Institute of Education (NIE) in Singapore has yielded positive effects on multiple levels. One such example is the experience of student Tristan Chua, who has returned to Singapore after a placement in Linköping, gaining valuable insights from his time there. Likewise, his presence has inspired ideas in teacher Edvin Jensen, who wishes to incorporate them into his own teaching.

Since 2013, LiU has had a cooperative agreement with NIE, which is renowned for its teacher education programs. The goal is to foster collaboration with top teacher education programs worldwide and establish LiU as a strategic partner. This partnership aims to provide students with international perspectives, ideas, and influences from different educational systems. Over the years, this collaboration has also led to exciting research collaborations.

Tristan Chua, a student from NIE, has been on a placement at Katedralskolan in Linköping, pursuing his education to become an upper secondary school teacher in mathematics and chemistry. While experiencing a different culture and environment, Tristan has expressed great enthusiasm for the Swedish education system. He appreciates the quiet and cozy atmosphere, contrasting with the fast-paced life in Singapore. Edvin Jensen, an upper secondary school teacher in mathematics and physics, serves as Tristan's supervisor and has been impressed by his interest and enthusiasm for learning about the Swedish educational practices.

Although it is customary for VFU (Verksamhetsförlagd utbildning) students to observe the workplace for at least a week before assuming teaching responsibilities, Tristan Chua requested to start teaching the International Baccalaureate (IB) program students in English immediately. Despite being his first placement, Tristan is accustomed to teaching as he works as a private tutor during weekends alongside his full-time studies. He finds teaching mathematics even more enjoyable than studying it.

Tristan highlights the significant differences between the Singaporean and Swedish school environments. In Singapore, classes often have around 40 students, and there is a high pace of learning. Many students in Singapore take private lessons outside of regular school hours from an early age. Tristan observes that there is a greater knowledge gap between weaker and stronger students in Swedish classes compared to Singapore, where most students are at a similar level.

Tristan appreciates the openness of the Swedish school environment, where students have the opportunity to explore and practice independently. He plans to take this approach back to Singapore, emphasizing the importance of teachers taking the time to circulate in the classroom, assisting and answering questions.

Regarding mathematics education, Tristan notes that while content at the upper secondary level is relatively similar between Singapore and Sweden, there are differences in teaching structures. The Swedish approach focuses more on problem-solving and practical mathematics, while the Singapore model, widely adopted in the Western world, emphasizes calculations and speed.

Edvin Jensen has learned a lot from observing Tristan's lessons and intends to incorporate some of the techniques into his own teaching. For instance, when teaching logarithms, he believes it is beneficial to dedicate an entire lesson to working on tasks together, helping students develop automaticity in the topic. While not suitable for every Swedish class, Jensen sees value in implementing such methods occasionally.