Abstract
The present study intended to investigate Chinese proficiency achievement, integrative and instrumental motivation among Malaysia Chinese Language pre-service teachers. Integrative and instrumental motivation are two psychology factors that directly influence Chinese proficiency. The samples consisted of pre-service Chinese teachers attending undergraduate and postgraduate diploma teacher education programs. 407 samples from five Malaysian Teacher Training Institutes participated in this study. The analysis revealed three importance findings. First, the undergraduate pre-service teachers’ Chinese proficiency test results were better than the postgraduate diploma pre-service teachers. Secondly, the mean of integrative and instrumental motivation of undergraduate pre-service teachers was higher than postgraduate diploma pre-service teachers. Thirdly, the t test showed that the mean of integrative and instrumental motivation significantly differed between undergraduate with postgraduate diploma teacher education programs.
Highlights
Malaysia's Education Blueprint (MOE, 2013) emphasis that high-quality teachers can produce good education for every student to improve the national education's quality
Integrative and instrumental motivations were divided into two different teacher training programs, namely undergraduate and postgraduate programs
The results show that undergraduate and postgraduate diploma Chinese preservice teachers were more concerned about their social status, future studies and career under the instrumental motivation
Summary
Malaysia's Education Blueprint (MOE, 2013) emphasis that high-quality teachers can produce good education for every student to improve the national education's quality. Teacher education is the first step in cultivating teachers' professional knowledge and attitude. According to Foo (2005), every school needs qualified teachers who teach according to their major subject. Since July 13, 2005, the Malaysian Education Department has approved all teacher education college be upgraded to Malaysian Teachers Training Institute to produce teachers with a bachelor's degree. There are 27 teachers training institutes in Malaysia, 14 of which offer Chinese language teacher education (Ghazali & Mahmud, 2008). The Chinese language teacher education program is divided into the undergraduate teacher education program and the diploma in education for postgraduate teacher education program
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