Online Case-Based Problem-Solving Module for ESL Teacher Education

Nazeera Ahmed Bazari

doi:10.6007/ijarbss/v9-i13/6867

Abstract

In Malaysia, efforts to increase the quality of students’ learning and achievement, and teachers’ quality of delivery and instruction have been ongoing as documented in the National Education Blueprints 2015-2025. The complex nature of the teaching profession requires problem-solving skills to be instilled in teachers to ensure they are able to face the demands of the teaching profession and increase the quality of their instruction. However, research has shown that higher education has not adequately prepared pre-service teachers with problem-solving skills, pedagogical content knowledge, ability to bridge theory and practice, and to be adequately prepared to teach. Hence, this study is carried out to develop and implement an Online Case-Based Problem-Solving (OCBPS) Module to enhance problem-solving skills and other vital skills that can increase the competency of Teaching English as a Second Language (TESL) pre-service teachers. Pre-service teachers observe an authentic ESL writing lesson and engage in problem-solution analysis relating to pedagogy and content of ESL writing. A Single-Group Pre-test-Post-test Design is adopted in which scores of pre-reflection essays written by the pre-service teachers before the implementation of the module, and the scores of post reflective essays written at the end of the module implementation are compared. The findings for usability indicate that the OCBPS module has the potential of developing vital skills in ESL pre-service teachers like problem-solving skills, pedagogical content knowledge, and the ability to bridge theory and practice.

Highlights

Producing high quality teachers through professional development programs, life-long learning initiatives, and teacher education courses are part of the initiatives highlighted in the Malaysian National Education Blueprint 2013-2025 and 2015-2025 (Ministry of Education (MOE), 2014; MOE 2015)
The scores given for the reflective essays written before and after the module implementation can be compared to determine if the pre-service teachers’ pedagogical content knowledge improved from their experience participating in the Online Case-Based Problem-Solving Module
The scores given for the reflective essays written before and after the module implementation can be compared to determine if the pre-service teachers’ problemsolving skills improved from their experience participating in the Online Case-Based Problem-Solving Module

Summary

Introduction

Producing high quality teachers through professional development programs, life-long learning initiatives, and teacher education courses are part of the initiatives highlighted in the Malaysian National Education Blueprint 2013-2025 and 2015-2025 (Ministry of Education (MOE), 2014; MOE 2015). Their training and preparation need to focus on producing educators with contemporary skills that are useful in this era They need to reach their students through interesting content, engaging activities and varied pedagogies for effective delivery of lessons (MOE, 2014; MOE 2015). They are responsible for their students’ progress and performance whether in academics or co-curricular activities, and educate students to become knowledgeable and skillful, with the ability to transfer the knowledge and skills learnt to solving real life problems. The National Education Philosophy of Malaysia attempts to produce citizens who are able to contribute to the harmony and betterment of the family, society, and the country (MOE, 2016)

Methods

Results

Discussion

Conclusion