Abstract
Malaysia is in the process of changing the medium of instruction for mathematics and science from Malay to English since 2003. To ensure the success of this transition, teachers have to be professional prepared to teach in English. This research aimed to survey the Malaysian science/ mathematics teachers’ perception towards this professional preparation effort. An instrument called “Teachers Perception Towards the Professional Preparation to Teach Mathematics/Science in English” was developed. The samples were 72 Form One mathematics/science teachers in Malaysia. The research revealed that the teachers perceived that their pre-service training (M = 2.90, SD = .57) and the in-service training (M = 2.99, SD = .62) is adequate in their professional preparation. However, the teachers perceived that there is a need (M = 3.18, SD = .82) for enhancing their professional readiness to teach mathematics/science in English. Further analysis revealed that 44.3 % of the sample reported that their pre-service training could not develop their confidence in English speaking and after the in-service training 31.4% of the teachers still reported the same. About 84.7 % of the teachers also reported the need for training on helping students to learn in English. The findings showed that although the teachers perceived they are professionally prepared to teach mathematics/science in English, they still need more preparation in overcoming students’ difficulties in learning the subjects in English especially for students who are weak in English or mathematics/science or both.
Highlights
In recent years, many factors have converged to steadily increase the momentum toward professionalization of the field of teaching mathematics and science.Recently, some of countries were initiating and implementing standards and accountability systems to better monitor the impact of mathematics and science education programs
This section describes the results obtained from analysis of the data collected from the questionnaire. It is organized into three subsections: first, presentation of results of descriptive analysis on professional preparation of teachers to teach science / mathematics in English from the pre-service and in-service courses; second, presentation of the results of comparison between the professional preparation of teachers to teach science / mathematics in English from the preservice and in-service courses; third, presentation of the results of descriptive analysis on the training needs of the teachers to teach science / mathematics in English
This subsection presents the result of analysis on professional preparation of teachers to teach science / mathematics in English from the pre-service and inservice courses
Summary
Some of countries were initiating and implementing standards and accountability systems to better monitor the impact of mathematics and science education programs. The programs are being held to higher standards as measured by student outcomes and in terms of program quality indicators. Given the centrality of teacher competence in both measures of program quality and in learning outcomes, many countries are investing in state-wide professional development efforts and some are beginning to experiment with various types of competency and credentialing mechanisms The term professionalization indicates a direct attempt to (a) use education or training to improve the quality of practice, (b) standardize professional responses, (c) better define a collection of persons as representing a field of endeavor, and (d) enhance communication within that field (Shanahan, Meehan, & Mogge, 1994)
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