Malaysian Teacher Education into the New Century

Lee, Molly N. N.

doi:10.1007/978-1-4020-2722-2_6

Cited by 13 publications

(6 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Internationally, researchers considered a wide range of issues including teacher qualifications and competences (Cheng et al 2004b;Gopinathan and Ho 2003;Wang 2004;Lee 2004;Walia 2004;Fidler and Atton 1999), improvement of teaching and learning processes (Renshaw and Power 2003;Bubb 2001;Morgan and Morris 1999), improvement of school management and classroom environments (Cheng 1996b), curriculum development and change (Baker and Begg 2003;, and evaluation and assessment (Mohandas et al 2003;Leithwood et al 2001;Headington 2000;MacBeath 1999MacBeath , 2000Sunstein and Lovell 2000).…”

Section: Paradigm Shifts In Teacher Managementmentioning

confidence: 98%

Teacher management and educational reforms: Paradigm shifts

Cheng

2009

Prospects

View full text Add to dashboard Cite

In the past 15 years, numerous reforms and initiatives in many countries in the Asia-Pacific region have aimed to change education and promote new learning to prepare the new generation for the future. Unfortunately, despite good intentions and huge investments of resources, many of these reforms have been found to be ineffective and unsustainable-if they succeed at all. Reflecting on the trends and waves of educational reform in the Asia-Pacific region, this paper introduces an international lesson on the emerging syndrome of educational reform across the region and illustrates its negative impacts on teacher ecology and teacher management. Then, the paper outlines the implications of this lesson and of a study of the world's best-performing educational systems, using them to develop a holistic approach to managing teachers and planning for their sustainable professional development. Finally, it highlights the paradigm shifts in teacher management, reviewing the three waves of educational reform in the last two decades, and draws further implications for formulating teacher management policies in ongoing and future educational reforms to support students' new learning and sustainable development.

show abstract

Section: Paradigm Shifts In Teacher Managementmentioning

confidence: 98%

Teacher management and educational reforms: Paradigm shifts

Cheng

2009

Prospects

View full text Add to dashboard Cite

show abstract

“…The areas for educational research in the first wave can cover a wide range including some focused on improvement of school management and classroom environment (Cheng 1996b); some on curriculum development and change (Baker and Begg 2003;; some on teacher qualifications and competencies (Cheng et al 2004;Gopinathan and Ho 2003;Wang 2004;Lee 2004;Wang 2004;Fidler and Atton 1999); some on improvement of teaching and learning processes (Renshaw and Power 2003;Bubb 2001;Morgan and Morris 1999); and some on evaluation and assessment (Mohandas et al 2003;Leithwood et al 2001;Headington 2000;MacBeath, 1999MacBeath, , 2000Sunstein and Lovell 2000).…”

Section: First Wave and Research Developmentmentioning

confidence: 99%

Future developments of educational research in the Asia-Pacific Region: Paradigm shifts, reforms, and practice

Cheng

2007

Educ Res Policy Prac

View full text Add to dashboard Cite

In facing up to the challenges and impacts of globalization, high technology, economic transformation, international competitions and local developments in the new century, there have been numerous educational reforms and initiatives in many countries in the AsiaPacific Region (Cheng, 2005a, A new paradigm for re-engineering education : Globalization, localization and individulization. Dordrecht, The Netherlands: Springer). Unfortunately, many of these educational reforms with good intentions and huge resources investment have been found ineffective and unsustainable if not totally failed. One of the major reasons for this is lack of a comprehensive knowledge base for policy development and implementation supported by sophisticated and relevant educational research.From the waves and trends of educational reforms in the Asia-Pacific Region, this article aims to draw implications for future developments of educational research in supporting paradigm shifts, policy formulation, and practice of educational reforms in the Region and other parts of the world in an era of globalization and transformation.

show abstract

“…Pre-service teachers need effective and relevant training in problem-solving and ample training in application of theory, content and pedagogy to teaching. One of the challenges that teacher education needs to pay attention to is how to bridge the gap between training and the actual demands of the teaching profession (Lee, 2004). Many teacher education programs are moving towards reducing the theory-practice gap.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Online Case-Based Problem-Solving Module for ESL Teacher Education

Bazari¹

2019

IJARBSS

View full text Add to dashboard Cite

In Malaysia, efforts to increase the quality of students' learning and achievement, and teachers' quality of delivery and instruction have been ongoing as documented in the National Education Blueprints 2015-2025. The complex nature of the teaching profession requires problem-solving skills to be instilled in teachers to ensure they are able to face the demands of the teaching profession and increase the quality of their instruction. However, research has shown that higher education has not adequately prepared pre-service teachers with problem-solving skills, pedagogical content knowledge, ability to bridge theory and practice, and to be adequately prepared to teach. Hence, this study is carried out to develop and implement an Online Case-Based Problem-Solving (OCBPS) Module to enhance problem-solving skills and other vital skills that can increase the competency of Teaching English as a Second Language (TESL) pre-service teachers. Pre-service teachers observe an authentic ESL writing lesson and engage in problem-solution analysis relating to pedagogy and content of ESL writing. A Single-Group Pre-test-Post-test Design is adopted in which scores of prereflection essays written by the pre-service teachers before the implementation of the module, and the scores of post reflective essays written at the end of the module implementation are compared. The findings for usability indicate that the OCBPS module has the potential of developing vital skills in ESL pre-service teachers like problem-solving skills, pedagogical content knowledge, and the ability to bridge theory and practice.

show abstract

Malaysian Teacher Education into the New Century

Cited by 13 publications

References 3 publications

Teacher management and educational reforms: Paradigm shifts

Teacher management and educational reforms: Paradigm shifts

Future developments of educational research in the Asia-Pacific Region: Paradigm shifts, reforms, and practice

Online Case-Based Problem-Solving Module for ESL Teacher Education

Contact Info

Product

Resources

About