Teacher education is the very first step for preparing quality teachers and it is crucial to provide quality teacher training. This research aims to analyze and compare pre-service teacher education policies and programs in Myanmar, the Philippines, and Japan, focusing on secondary science teachers. A case study research design was employed by utilizing Technological Pedagogical and Content Knowledge (TPACK) framework. The result shows that TPACK components found in national education policies and programs in Myanmar were Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK). On the other hand, TPACK found in the Philippines and Japan were CK, PK, Technological Knowledge (TK), PCK, Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). In all three countries, limited provision of Technological Pedagogical and Content Knowledge (TPACK) was found. It is interpreted that provision of a balanced and sufficient knowledge of TPACK is essential to well equip pre-service teachers with required knowledge and skills considering internationalization and transnational education. This research uncovered the general patterns and trends in pre-service teacher education for science in three Asian countries as well as their uniqueness and best practices.
The purpose of this study is to analyse and compare the alignments of the Myanmar and the South Australian high-school physics curricula in relation to their respective learning objectives, learning outcomes and examinations. In both instances curricula from the completing year of high-school are examined: the Grade 10 Physics curriculum in Myanmar, and the Year 12 Physics curriculum in South Australia. 2018 materials, those most recently available, have been used for both Myanmar and South Australia. A slightly modified Porter"s alignment model is used to analyse curriculum alignment with objectives and assessment. The Myanmar physics curriculum demonstrated an alignment index with outcomes and examination of 0.58 and in the case of South Australia, the alignment index was 0.53. Both alignment indices were significantly lower than the critical values (0.839) and (0.884) at the 0.05 level. Most objectives and questions over-represented lower level cognitive skills. In Objectives: Remember (35%) and Understand (51%) for Myanmar, and Understand (54%) and Apply (31%) for South Australia; in Examinations, Remember (49%) and Apply (33%) in Myanmar and Understand (24%) and Apply (49%) in South Australia. Concerns are raised over diminished expectations of, and for, student success and discussion given on issues of validity in learning outcomes and assessments. Recommendations are then made to adjust and improve the alignment of materials used the two contexts of physics instruction.
An analysis of textbooks can lead to a comparison of the curricula in two nations and how curriculum standards determine the textbook content in a developed and developing country. Deductive content analysis was employed to analyze and compare objectives mandated in science curricula in Myanmar and Japan, and the articulation of science textbooks’ content on science curricula’s objectives including approaches to learning and learning of content taught at grade-6 in Myanmar and grade-7 in Japan. The results show that both countries’ curriculum objectives are clearly mandated to cultivate students’ scientific knowledge, skills, and attitudes. The exchanges of knowledge between the two contexts are the analyzed Japanese science textbook’s employment of a step-by-step and detailed scientific inquiry-based approach for the students to learn light and sound concept, and Myanmar’s science textbook’s description of some technical scientific terms in both mother tongue (Burmese) and English.
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