Every year, around 40,000 Singaporean adolescents transition from primary to secondary school. This transfer can often be a challenging experience for students and it is therefore crucial to understand how to support them during this period. Yet while several studies examining student experiences of this transition and how they can be supported are available, the opportunities to apply them to the Singapore context are limited. As a result, the present small-scale qualitative interview study sought to investigate seven Singaporean trainee teachers’ perceptions of the primary-to-secondary school transitioning experience and the role they play in it. The findings revealed that post-transition students are frequently perceived as immature, that teachers have high expectations - which may form part of an unspoken teacher culture - and that they recognise the need to foster a sense of autonomy. The interaction of these themes and the possible contradictions among them may impede students’ successful transition. Forms of teacher support were also identified. The findings are used to articulate recommendations on how the primary-to-secondary transition can be successfully bridged through more targeted help.

In this paper, we discuss how the introduction of the International Baccalaureate (IB) will lead to change in Korea’s education through a comparison between IB Diploma Programme (DP) and Korea’s 2015 revised national curriculum (KRNC). For this purpose, we perform a comparative analysis of the physics subject between two curricula. The effects of the introduction of IB on Korean public education in the field of class instruction and evaluation are also discussed with an emphasis on the evaluation methods and assessment questions in IB DP physics.

What kind of growth did you achieve as a teacher through IB(International Baccalaureate)? This is my key question. Instead of dealing with many ideas, I would like to focus on the story of ‘Teacher’s Growth’ centered on IB unit planners. The IBO(International Baccalaureate Organization) hoped that teachers around the world would maintain a certain level of teaching quality that fits the philosophy of the IB. The unit planner was created as a powerful means and framework or system for this. Therefore, the current unit planner is based on the agreement of those who share IB philosophy and at the same time becomes a powerful framework that enables us to realize the same meaning and value wherever we are in the world. Therefore, my story centered on the unit planner is about the meaning and value we pursue, and at the same time, the personal growth of a teacher in the process of properly understanding and practicing it beyond the language barriers.

This study examined how the Chinese-English content synchronization and cooperative teaching mode was implemented. It came to the conclusion that this teaching mode was significant for Chinese teachers, the Hungarian assistant teacher, and the growth of Chinese language courses, but there were some problems as well. And this study analyzed these problems and proposed improvement measures for these problems from three perspectives: the Chinese and foreign teachers, the school and the Confucius Institute. In order to promote the improvement and development of the Chinese-English content synchronization and cooperative teaching mode, we hope to provide some effective assistance to Chinese teachers who will participate in this cooperative teaching mode in the future. At the same time, we would also like to make some suggestions to promote this cooperative teaching mode to the win-win direction, in order to promote the local Chinese teaching in Hungary.