Listening To the Concerns of Student Teachers In Malaysia During Teaching Practice

Australian Journal of Teacher Education 04/2011; 36(3). DOI: 10.14221/ajte.2011v36n3.2
Source: OAI


This study examined the concerns and experiences of Malaysian student teachers during their practicum. The 14 student teachers who volunteered were asked to maintain a reflective journal throughout their practicum to document their teaching concerns and confidence to teach. Eighteen derived concerns were identified and placed into four main themes: (a) classroom management and student discipline; (b) institutional and personal adjustment; (c) classroom teaching; and (d) student learning. Specific comments were sought to provide citations that represented their concerns. This paper has intended to draw attention to the underlying reasons given by student teachers about their concerns prior to and during the practicum in order to integrate areas of concern into future management and development of teacher education. The value of the study was in the pursuit of using student teachers’ own capacity to self-assess and appraise their circumstances as a research area in teaching; and showed how the understanding of learning to teach could be enriched through their own selfawareness of the circumstances surrounding them.

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Available from: Pauline Swee Choo Goh, Dec 17, 2014
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    • "Furthermore, as already indicated, various techniques or tools for reflection have been explored and used in teacher education programmes to facilitate and enhance reflection. Much research literatures on few commonly mentioned techniques or tools for reflection such as reflective journal writing, blogs, portfolio, peer observation and video-recording have indicated that several reflective components were raised in these five reflective tools (Pennington, 2010; Goh & Matthews, 2011; Tan, Tan, & Wettasinghe, 2011; British Council, 2012; Pellegrino & Gerber, 2012; Doyran, 2013). "
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    ABSTRACT: Because Malaysia is determined to produce high quality teachers who are able to become agents of change and empowered decision makers about their teaching practices, it becomes the responsibility of teacher education institutions in the country to train teachers to be reflective. This study examines 428 self-reflection notes (SRNs) of seven student teachers (STs) sampled from Sultan Idris Education University (UPSI) during their teaching practicum. Semi-structured interviews were carried out to gauge the STs' perceptions of the SRNs and identify the problems faced by them during reflection. The main aspects of the SRNs were feedback and assessment, lesson implementation, lesson preparation, classroom management and professional attributes. The reflection level of the STs was analyzed based on Van Manen's categorization using content analysis of the SRNs reflective components. The findings revealed that majority of the research participants were barely reflective as their SRNs were mostly exhibiting at technical level. There were also SRNs that were at practical level but none of them had achieved the highest (critical) level of reflection. Among the problems encountered by STs when reflecting were the absence of a given format in writing SRNs, time constraints, workload problems, difficulty in suggesting recommendations to overcome problems, lack of guidance from supervising lecturers, and problems in determining aspects of focus in the SRNs.
    • "Preservice teachers on practicum have reported that there is conflict between ideals and the reality that happens in schools. They often complain that mentors expect them to simply 'learn by observing' and 'doing what I do,' and lack the sophisticated language to describe their professional practice in a way that is required to mentor preservice teachers effectively (Goh and Matthews 2011). Teacher educators should take heed toward Mule's (2006) proposal which is to use 'an inquirybased practicum with the goal of encouraging reflection by intern can lead to the development of lifelong, self-directed learners' (215). "
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    ABSTRACT: The article attempts to present personal views of some changes that are needed to be made within teacher education in Malaysia. It uses one teacher education university as a point of reference to forward concerns. The university remains anonymous as it is not the intent of the article to critique the university but rather to highlight the more general challenges in preparing preservice teachers and to explore some approaches to improve teacher education within this university and its setting. The article starts by drawing together a set of concerns that face the field, arguing that three changes are needed to improve teacher preparation, namely (1) a curriculum that is grounded in the Malaysian context, (2) an improved practicum experience, and (3) to develop and situate practices in the schools. It concludes that the efforts to change within teacher education will not be easy, but needful; else the ultimate losers are the future teachers and their students.
    Teaching in Higher Education 03/2015; 20(5):1-12. DOI:10.1080/13562517.2015.1020780 · 0.76 Impact Factor
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    • "Critical informants have been raising a number of relevant issues on teacher education of Malaysia and one of the concerns is the components of the teacher clinical experience. Ong et al. (2004) (as cited in Goh and Matthews, 2011) asserted that the pressure felt from the teacher clinical experience hampered preservice teachers from positively engaging in theory and practice. They also stated that most pre-service teachers are overwhelmed by supervision, workload other than teaching, pedagogical and content knowledge during their teacher clinical experience. "
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    ABSTRACT: This study was conducted to compare and discuss the teacher clinical experience structure offered by the Sultan Idris Education University (UPSI) and the chosen universities from Singapore, Hong Kong, Canada, United States of America, United Kingdom, and Australia. This comparative analysis is carried out using a qualitative approach which will focus on the purposes, duration, timing and phases or components of the teacher clinical experience offered by the UPSI and the chosen universities. This analysis has identified that the time allocation for the teacher clinical experience of the UPSI was too short; the timing for pre-service teachers to undergo teacher clinical experience was inappropriate, and the phases or components of teacher clinical experience adopted was insufficient. This paper will suggest a new teacher clinical experience structure and provide implications that can be learnt by the UPSI from other universities abroad to enhance its existing teacher clinical experience.
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