COVID19 interrupted many things in our life. To curb the spread of the virus, Movement Control Order (MOC) was enforced. Though face to face teaching and learning came to halt, was replaced by online learning. In the context of teaching and learning, teachers face a lot of problem in carrying out practices which were a norm before. This study intends to explore a group work, which was carried out during the pandemic. More importantly, on how to assess a group work, which was carried out online, is explored. The aim of this study is to reveal how a peer assessment, for a group task was carried out during the pandemic. Instead of students, 30 music pre-service teachers were involved in this study. They were divided into ten groups. These pre-service teachers were enrolled in a music pedagogy course. One of the tasks involves a group work. Each group is required to produce a video. The video is assessed based on three criteria i.e content of the video, creativity and group collaboration. Each pre-service teacher assessed another group’s video using these criteria. Descriptive statistics and web analysis were used to analyse the scores given by the pre-service teachers. The result revealed that the component of creativity is viewed differently by many pre-service teachers, compared to the other two.
Continuous professional development (CPD) courses enable teachers to keep up with the latest developments in the field of teaching and learning. However the modus operandi of conducting and delivering CPD courses is constantly questioned. The purpose of this research is to explore the issues related to the conducting and delivery of a CPD course. For the purpose of this study, three teachers who attended a CPD course were chosen. An interview protocol with ten open-ended questions was used to solicit information related to their experience in conducting an in-house course in their respective schools. The responses from the open-ended questions revealed that the teachers were unable to render the same experience to their colleagues due to a variety of reasons such as time factor, priority given by the school administrators and a lack of confidence. The findings suggest that the course organisers should stipulate the amount of time every school should allocate when conducting in-house courses and sufficient time should be allocated to teachers attending CPD to practise what they have learnt before they are asked to conduct an in-house course.
A crucial element in any teacher training programme is teaching practice. Terms such as practicum, refers to teaching practice which is embedded in the teacher training programme itself. Such stints become more challenging for a teacher, for their teaching would be observed and assessed by a teacher educator. The purpose of this study was to explore the music pre-service teachers' concerns before embarking on practicum. A total of 24 pre-service teachers participated in this study. Their concerns were captured through a written reflection. This reflection was written seven days before these pre-service teachers were to begin their practicum stint. The written reflections were analysed using a thematic approach. Among the concerns are issues related to communication skills, lesson planning and meeting the expectations of teacher educators. The recommendations made in enhancing teacher education programme, notably in training music teachers are also made.
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