Abstract
Purpose – It is argued that the approaches to learning of students undergoing teacher training are likely to be related to their teaching and learning environment, especially as they move from a more regimented, structured learning environment in school to a tertiary learning environment that encourages more independent thinking and perhaps questions ideas. Therefore, this investigation has an overall goal to use the unique approaches to learning (surface and deep approaches) of students in a teacher preparation program to address the needs of this particular group of students during their teacher education. The study examines the associations between scores on student-teachers’ approaches to learning, their academic performance and teaching efficacy. Methodology – The approach to learning instrument used was the Bahasa Melayu R-SPQ-2F and the teaching efficacy was collected through the Bahasa Melayu Teachers’ Sense of Efficacy Scale (TSES). The sample for this study was a total of 104 second-year student-teachers from two cohorts enrolled in a teacher education degree programme in a Malaysian university. The R-SPQ-2F was administered on the 10th week of a 14-week semester. A cover page accompanying the questionnaires provided general information about the study and specific instructions to answer the questionnaire. Student-teachers were requested to provide their cumulative grade point average (CGPA) score from the previous semester. Data was analyzed by using Pearson’s product-moment correlation coefficient (Pearson’s r). Findings - Findings showed that surface approach to learning has shown significant negative association with teaching efficacy, indicating that those student-teachers who used surface learning exhibited low teaching efficacy. Deep approach to learning has shown significant positive association with both academic achievement and teaching efficacy, indicating that those student-teachers who adopted deep learning had better academic achievement and also had a stronger sense of teaching efficacy. Implications of these findings were discussed as they related to teaching and learning, specifically in the attempt to facilitate deeper learning strategies. Significance - The study provides further evidence that the translated versions of the Bahasa Melayu R SPQ-2F and theBahasa Melayu TSES are reliable instruments to assess and monitor student-teachers’ approaches to learning and their teaching self-efficacy beliefs. This study also adds to the very limited number of investigations of approaches to learning, academic performance, and teaching self efficacy of student-teachers in Malaysia.
Highlights
A better understanding of the learning processes of student-teachers in Malaysia is important in the context of the challenges teachers face with ongoing changes in the teaching curriculum, and the demands to facilitate independent learning and to encourage the development of critical thinking among their students
This study shows that deep approaches to learning in student-teachers preparing to become teachers are associated with a stronger sense of teaching efficacy
This study further demonstrates that the Bahasa Melayu R-SPQ-2F and the Bahasa Melayu Teachers’ Sense of Efficacy Scale (TSES) are reliable tools for evaluating studentteachers’ approaches to learning and their perceived teaching selfefficacy beliefs
Summary
A better understanding of the learning processes of student-teachers in Malaysia is important in the context of the challenges teachers face with ongoing changes in the teaching curriculum, and the demands to facilitate independent learning and to encourage the development of critical thinking among their students. Sistem pendidikan kita perlu sentiasa dipastikan bukan sahaja memenuhi tuntutan zaman malah harus mempunyai keupayaan untuk mendepani cabaran masa depan. Our education system must always be assured of meeting current demands and to possess the capability to lead future challenges.]. Dan sekolah-sekolah...dapat menjadi penanda aras dan showcase tentang kejayaan sistem pendidikan kita kepada masyarakat antarabangsa. The challenges of teaching and learning qualities lie with the current practicing teachers, but with the new student-teachers in teacher training institutions. The implied and increasing emphasis on quality of teaching and learning will place new demands on teacher training institutions; it is necessary, first, to call to attention the issues of student-teachers’ learning and experiences in order to improve teacher education as it may be vital in training future teachers to reach specific competencies
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
