Changes in Implementation and Teacher's Trust Curriculum in English in Malaysia

Abstract

This concept paper aims to identify the changes that occur in the education system in Malaysia regarding the curriculum in English. The writing of this concept paper was made with reference to two previous studies based on (Fullan's Theory of Educational Change, 2001; Stenhouse's Curriculum Model, 1975). The findings of previous studies show different opinions on the need for English language teaching, although administrators' attitudes towards facilitating English language teaching in their schools are generally very positive. However, they expressed concern about the newly replaced teaching program and indicated general agreement that a review was needed. While the findings of the interviews showed a very significant change in teachers' beliefs towards curriculum changes in English involving management, teaching and assessment as well as student learning. The implications of this concept paper have an impact on national education policy such as implementing changes in education policy in the teaching and learning of Science and Mathematics in English which was implemented in 2003 with the approval of the Cabinet decision (2002). In addition, the implications of this implementation also involve implications for teacher training and educational institutions. In conclusion, changing the attitude and role of administrators as well as teachers' beliefs is a very important element to make educational institutions a center for the production of human capital that should be sensitive and ready to make changes so that the generation built through the implementation of the curriculum in English becomes a reality and works for the country.