Abstract
The purpose of this study was to develop and establish the validity and reliability of Teaching and Learning instrument to generate teaching and learning guiding principles. Participants consisted of 171 Malaysian teacher educators. The Teaching and Learning instrument is a 5-point Likert-scaled survey consisting of 67 statements and 6 subscales. The internal consistency using Cronbach’s coefficient alpha for every subscale is greater than 0.700. For the overall instrument using the 67 items that comprised the six subscales, internal consistency reliability analysis revealed a Cronbach’s coefficient alpha of 0.977. Additionally, the varimax rotation was proceeded by maintaining six factors with a total variance contribution of 62.56 percent. Items with factor loading greater than 0.375 were retained. Finally, there were 41 items remaining. However, there were 26 items absent in the original constructs, thus the items were discarded because they were found inappropriate for representing new constructs. The factor analysis found that the teaching and learning guiding principles produced six factors: intellectual excitement (6 items), quality learning spaces (10 items), constructive alignment (8 items), international and culturally (10 items), climate of inquiry (4 items), and nurture good values (3 items).
Highlights
It is acknowledged that teacher education programmes need dynamic development to establish both important core, and the most up-to-date content
Such ineffective exemplification of teaching among Malaysian teachers warrants immediate attention and appropriate intervention. It is crucial for both Sultan Idris Education University (UPSI) and Teacher Training Institutions (IPG) to review their existing teacher education programmes, giving adequate attention, emphasis and focus on the aspect of teaching and learning in the teacher education programmes
The study poses the following research questions, whether the teaching and learning guiding principles achieved an internal reliability with the data collected and to determine the number of factors underlying the variation correlations among the items in Teaching and Learning instrument
Summary
It is acknowledged that teacher education programmes need dynamic development to establish both important core, and the most up-to-date content. Research by AKEPT (Ministry of Education, 2012) found that 50% of Malaysian teachers observed failed to deliver their lessons effectively, to inculcate higher order thinking which is one of the six key student attributes as embodied in the National Education Blueprint 2013-2025 (Ministry of Education, 2012) Such ineffective exemplification of teaching among Malaysian teachers warrants immediate attention and appropriate intervention. It is crucial for both Sultan Idris Education University (UPSI) and Teacher Training Institutions (IPG) to review their existing teacher education programmes, giving adequate attention, emphasis and focus on the aspect of teaching and learning in the teacher education programmes. The study poses the following research questions, whether the teaching and learning guiding principles achieved an internal reliability with the data collected and to determine the number of factors underlying the variation correlations among the items in Teaching and Learning instrument
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