Teachers' Involvement in Communities of Practice: An Implication with Regard to the Current Approach of Teachers’ Professional Development in Malaysia

Khalid, Fariza; Joyes, Gordon; Ellison, Linda; Karim, Aidah Abdul

doi:10.5539/ass.v9n16p102

Cited by 12 publications

(11 citation statements)

References 19 publications

(22 reference statements)

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“…To date, the only TPD programme that seems to provide adequate time and follow-up support is the year-long Professional Up-skilling of English Language Teachers organized by the MoE in collaboration with the British Council. Due to many weaknesses in the design and implementation of TPD, as reviewed above, it is therefore not surprising that there are still ongoing debates about the efficiency of TPD in Malaysia (Khalid et al., 2013; Rashid, Rahman, & Rahman, 2016).…”

Section: Formal Professional Development Programmes For Malaysian Teamentioning

confidence: 99%

Reforms in the policy of English language teaching in Malaysia

Rashid

Rahman

Yunus

2016

Policy Futures in Education

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This paper reviews reforms related to English language teaching in the Malaysian education system. It begins by tracing the history of Malaysia as a former British colony which has had significant influences on the status of English in the country. Then, it reviews the key educational reforms which have mainly centred on language policy, thus putting pressure on teachers who are at the front-line for the implementation of the new reforms. This is followed by the discussion on the changing approaches in the curriculum and methodology of English language teaching. This paper also reviews the formal professional development programmes which reveal that Malaysian teachers are not always given adequate and continuous support to cope with the ongoing reforms. The paper concludes that even though the changes in policies aimed to improve the quality of education, implementation was often made in haste, causing a loud public outcry from teachers.

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Section: Formal Professional Development Programmes For Malaysian Teamentioning

confidence: 99%

Reforms in the policy of English language teaching in Malaysia

Rashid

Rahman

Yunus

2016

Policy Futures in Education

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“…In addition, it is a process of fitting technology to various learning and teaching conditions, whether inside the classroom or outside (Norazrena & Khairul Anuar, 2011;Nur Qistina & Hazman, 2006). Moreover, the integration of ICT in education could increase students' competence based on global needs through skill shaping and increasing knowledge (Storm, 2011), as well as able to enhance students' cooperative learning through community of practice (Khalid et al, 2013(Khalid et al, , 2014.…”

Section: Introductionmentioning

confidence: 99%

The Benefits and Constraints of the Use of Information and Communication Technology (ICT) in Teaching Mathematics

Zakaria¹,

Khalid²

2016

Self Cite

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The development of information and communication technology (ICT) has affected educators' teaching methods through its application in learning and teaching mathematics. The objective of this systematic analysis is to explore the benefits and constraints of ICT that have been faced by educators during learning and teaching processes for mathematics. Based on selected literature, it was found that the advantages of applying ICT in teaching mathematics are: It attracts students' interest in learning mathematics; it increases their motivation and performance; it encourages lifelong learning; and it facilitates positive interactions and relationships. Nevertheless, a few constraints have been faced by mathematics educators during teaching processes involving ICT. Identified constraints and limitations are: Educators lacking knowledge of ICT; minimal training and opportunities for learning about ICT; and limited technical support. Therefore, it is suggested in the literature that there is a need for an increase in training for mathematics educators in terms of computer usage and ICT applications for teaching purposes. Technical support should also be a concern, so as to motivate mathematics educators to apply elements of ICT in their teaching. This could maintain the positive changes and perception of students regarding learning mathematics.

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“…This form of learning co mmunity leans more towards the informal side and is built on the teachers' own initiat ive in Malaysia. A mong the examples of online-based PLC studies are through ITC online community (Khalid, 2011), Facebook (Khalid et al, 2013), and blogs (Murugaiah et al, 2010;Namb iar et al, 2011). Their studies comply with the characteristics of PLC based on practitioner community's theory of mutual engagement, joint enterprise, and shared repertoire that are capable of enhancing teachers' professional development (Nambiar et al, 2011).…”

Section: Plc Characteristicsmentioning

confidence: 99%

“…Correspondingly, online-based PLCs became the focus for university researchers to propagate PLC. This online-based collaboration of online teacher learn ing is informal and structurally bottom-up (Khalid et al, 2013). The efforts to exp lore professional development online were executed by university researchers such as Murugaiah et al 2010and Thang et al (2010).…”

Section: The Role Of Higher Learning Institution Researchersmentioning

confidence: 99%

Professional Learning Communities in Malaysian Schools: A Contemporary Literature Review

Ishak¹,

Ismail²,

Kamaruddin³

2020

ujer

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Most professional learn ing co mmunity or PLC studies were often conducted in the Western context. Hence, this literature rev iew study aims to analyze PLC studies among primary and secondary schools in Malaysia between 2009 and 2018. The sources for the data collection process were obtained through searches on Google Scholar pages, Malaysian Citation Index (MyCite), and Scopus using the identified keywords, which are 'professional learning co mmunity', 'school', and 'Malaysia'. As a result, 35 empirical studies on PLC have been identified based on the set criteria through published journal articles and seminar papers. A scoping review through a narrative synthesis of the selected literatures, there are five main themes; PLC research methodology, PLC characteristics, PLC practices, the role of higher learn ing institution researchers, and PLC issues. There have been positive developments in PLC in terms of research and practice. However, the amount of local PLC studies is scarce compared to the Western context. A more robust empirical research is needed to implement PLCs in Malaysia.

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Teachers' Involvement in Communities of Practice: An Implication with Regard to the Current Approach of Teachers’ Professional Development in Malaysia

Cited by 12 publications

References 19 publications

Reforms in the policy of English language teaching in Malaysia

Reforms in the policy of English language teaching in Malaysia

The Benefits and Constraints of the Use of Information and Communication Technology (ICT) in Teaching Mathematics

Professional Learning Communities in Malaysian Schools: A Contemporary Literature Review

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