Singapore's Pre-Service Teacher Training System: A Comparative Study for Improving Saudi Arabia's Teacher Preparation Programs

This study sought to explore opportunities for leveraging Singapore's distinguished pre-service teacher education model and assessing its applicability within the Saudi context. Employing a descriptive-analytical approach, the research compared teacher preparation systems in both countries, drawing on official documents, educational literature, and insights from 82 educational experts. The findings highlighted the excellence of Singapore's model, which is built on an effective tripartite partnership between the National Institute of Education, the Ministry of Education, and schools. This system features competitive admission standards and comprehensive training programs that integrate cognitive, skill-based, and behavioral dimensions. In contrast, Saudi Arabia's system involves multiple supervisory bodies, though recent efforts aim to unify oversight under the National Institute for Professional Educational Development. Expert opinions revealed moderate reservations about fully adopting Singapore's model, with survey results averaging in the areas of assessment (2.87), program duration (2.72), and admission criteria (2.62). Experts also cautioned against potential risks (2.55). Based on these findings, the study proposed a balanced developmental vision emphasizing institutional partnerships, higher student selection standards, and enriched practical training while preserving local identity and cultural specificity. It also stressed the need for a comprehensive outcome-focused evaluation system, integrating modern educational technologies while reinforcing professional values.