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

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

ABSTRACT 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.

Download full-text


Available from: Pauline Swee Choo Goh, Dec 17, 2014
  • Source
    • "Including such opportunities in teacher education programs may develop and improve reflective thinking among inexprienced teachers. A great amount of research have been done on the reflective thinking of pre-service teachers (Van Manen, 1977; Lee, 2005; Hua, 2007; Jansen and Spitzer, 2009; Rodman, 2010; Goh, 2011; Gurol, 2011). However, little has been known about the differences between experienced and inexperienced teachers' reflective thinking. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Observation, communication, team working, judgment, and decision making skills are important reflective thinking skills for teachers. The main purpose of the present paper is to identify the ways of improving teachers’ reflective thinking skills. To achieve this goal reflective thinking skills between experienced and inexperienced teachers are compared in different levels of reflective thinking. The Profile of Reflective Thinking Attributes (PRTA) Instrument and Reflective Thinking Attributes (RTA) Instrument are introduced to identify teachers’ reflective thinking levels.
    Procedia - Social and Behavioral Sciences 08/2014; 141. DOI:10.1016/j.sbspro.2014.05.111
  • Source
    • "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. "
    [Show abstract] [Hide abstract]
    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.
  • Source
    • "With some exceptions as highlighted above (Faizah 2008; Goh and Matthews 2011; Rahman et al. 2011), most studies investigating pre-service perceptions on classroom management are located in Western countries (such as Australia, Canada, Norway, England and the USA). Identifying those classroom management strategies that Malaysian pre-service teachers employ, and those they do not, can inform the development of courses at Malaysian teacher education institutions. "
    [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this paper was to investigate Malaysian primary pre-service teachers’ perceptions of students’ disruptive behaviour and their self-reported strategies to prevent and to manage such behaviours. Results indicate that Malaysian pre-service teachers understand disruptive behaviours to be those that disrupt the learning and teaching process. They identified the cause of student disruptive behaviour as factors residing within the individual student. Pre-service teachers here reported preventative strategies in terms of changing teaching strategies and threats to use punishment. When addressing students’ disruptive behaviour, pre-service teachers reported that they would use one-to-one counselling with students and remove tokens or hold back rewards. A discussion regarding the implications for teacher education institutions and future research concludes this paper.
    Asia Pacific Education Review 09/2013; 14(3). DOI:10.1007/s12564-013-9268-7 · 0.47 Impact Factor