Conceptions of Competency: A Phenomenographic Investigation of Beginning Teachers in Malaysia

Abstract

I use phenomenography, which is an interpretive research approach, to seek and to discover what beginning teachers in Malaysia conceive and understand as competence in relation to what they do everyday as teachers. Phenomenographic approach is used because of its potential to capture variation of understanding, or way of constituting, the conceptions of competency. The outcomes of this study, therefore, are: (a ) Categories of description which capture the critical dimensions of how beginning teachers in Malaysia understand the conceptions of competency, and, (b ) An outcome space that describes the relationships between the categories. The results show that beginning teachers’ conceptions of competence fall into five qualitatively different categories: (a ) Classroom and Behaviour Management, (b ) Knowing Subject Matter, (c) Understanding Students; (d ) Reaching out for Assistance and Support, and (e ) Possessing Values of Professionalism. The relationships between these categories are represented diagrammatically as the outcome space. The empirical data through phenomenography has provided a platform for teachers and teacher educators to ask: (a) " What are the implications, for beginning teachers, of their differing ways of understanding the conceptions of competency" (b) " How can teaching institutions better prepare pre - service teachers for their early years of teaching," and, (c) "How can appraisers (e.g., Principals, Head Teachers, Course Coordinators) use the outcomes to better plan any evaluations of competency?" I discuss each question in the article.

Factors Influencing Malaysian Preschool Teachers’ Use of the English Language as a Medium of Instruction

“…Some continuous provision, through suitable professional development or in supportive peer groups, is necessary. The provision of a training environment that is supportive and in a manner that can provide a “growth mindset” that motivates and facilitates teachers’ own teaching, needs to be given due attention (Conyers & Wilson, 2015; Goh, 2013; Goh et al, 2017). Preschool teachers do need access to the knowledge and skills now increasingly available through which they can upgrade their work when language acts as some form of barrier in the teaching context (Sheridan et al, 2009).…”

University Students’ Experiences of the Teaching and Learning of an Acupuncture Programme: A South African Case Study

“…Lecturers play a crucial role in teaching and learning in all educational programmes (Kasim & Abdurajak, 2018). This view is supported by Goh (2013) who points out the importance of competent academic staff in an educational programme. Killion and Hirsh (2011) and Lumpkin (2020) articulate that the limited number of competent academic staff in the identified acupuncture programme limits the best outcome of the programme.).…”

“…Kasim and Abdurajak (2018) also agree that some lecturers are incompetent to teach effectively, therefore negatively affecting the quality of education (teaching and learning). Goh (2013) cites the following reasons: lecturers experience issues such as lack of experience and confidence, face difficulty in applying effective pedagogical approaches in teaching and are incapable of evaluating students in practice. For lecturers to be competent in the delivery of their subject content knowledge, Govender and Wait (2018) state that lecturers' CK is crucial to ensuring their confidence in teaching and learning.…”

Strategi Sokongan Perubahan Untuk Mengatasi Tekanan Emosi Guru Novis di Sekolah

“…Pihak pentadbir dan guru-guru di sekolah juga perlu memainkan peranan yang penting dalam mengenal pasti masalah tekanan emosi di kalangan guru terutamanya guru novis. Salah satu cara dalam membangunkan profesionalisme guru novis yang semakin popular adalah melalui proses pembelajaran tidak formal (Goh, 2015). Goh (2015) menyatakan, pertolongan dan sokongan daripada rakan sekerja sangat dihargai oleh guru novis di Malaysia.…”