Article

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.

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Available from: Pauline Swee Choo Goh, Dec 17, 2014
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    • "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. "
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    • "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. "
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