Malaysian Pre-service Teachers Research Articles

Slope conception as rate of change starter kit: Malaysian pre-service secondary mathematics teachers’ subject matter knowledge in rate of change

Past research on calculus has shown that students often struggle to understand derivatives due to an overemphasis on algebraic manipulation and procedures rather than grasping the underlying concept. A key factor contributing to this challenge is the lack of a solid understanding of slope as a rate of change. Conceptualizing slope as a rate of change is essential, as it serves as the basis for comprehending derivative concepts. To address this gap, our research explored subject matter knowledge of rate of change, specifically focusing on the slope concept, among Malaysian pre-service mathematics teachers. Our research followed a qualitative methodology, conducting task-based interviews with two pre-service mathematics teachers, Zheng and Amitha, who are majoring in mathematics. The interviews included seven tasks related to slope and ratio concepts. The findings revealed inconsistencies in their notion of rate of change, as they have a loose connection between rate of change and slope concepts, along with its multiplicative property. While they recognized that equivalent values of rate of change indicate a constant rate, they did not grasp that slope also represents a rate of change. Their knowledge appeared limited to viewing derivatives as a method to calculate rate of change, without conceiving the changes occurring between quantities and their multiplicative relationship.

Long-term transformative learning from short-term outbound mobility programs and the connection to government’s soft power initiatives

ABSTRACT In this paper we describe the long-term impact of engagement in a short-term outbound mobility program (OMP) that connected Australian preservice teachers with Malaysian preservice teachers at an education institution in Kuala Lumpur. The university program was funded in the first iteration by Australia’s Study Overseas Short-term Mobility program and subsequent iterations by the New Colombo Plan. These grants are a government soft power initiative that partners Australian students with colleagues in Indo-Pacific countries to further Australia’s influence in the area. This qualitative research focuses on the transformative learning of graduate teachers who participated in a two-week OMP as undergraduates. Transformative learning occurs when new experiences challenge individuals’ prior knowledge, beliefs, practices, and basic assumptions about things, prompting them to reflect and consider new ways of thinking and being. Our research followed the Australian teachers up to seven years after they completed their Bachelor of Education program to learn what transformative learning from their engagement in the OMP was realised in their current teaching practice as a result of the government’s soft power initiative.

The impact of the intrapersonal, interpersonal and ecological factors on pre-service second language teachers' identity construction

PurposeThis article reports on the intrapersonal, interpersonal and ecological factors that shaped the professional identity (PI) construction of five ESL Malaysian pre-service teachers (PSTs) during microteaching classes and teaching practicum.Design/methodology/approachThe study is qualitative in nature aiming to give voice to ESL PSTs and allow them share their personal experience while constructing their professional identity. The semi-interview data were supported by observation data to validate what PSTs report in their interview. The researchers chose junctural points in the PI construction journey to follow the developmental line of PI growth and to live the experience with the participant. The project was a co-construction of knowledge and enabled a more comprehensive understanding of the phenomenon.FindingsThis inquiry revealed that PI is dynamic and changing constantly as one reinterprets and reevaluates self and interact and react to the various intrapersonal, interpersonal and ecological factors in their context. At the intrapersonal level, lack of practical experience and intrinsic motivation and sense of low self-efficacy created a perception of low PI in the beginning of the simulated practice. The findings also show that supportive interpersonal relationships developed within a facilitating context such as the simulated teaching class smoothed the emergence of high PI. However, when the interpersonal relationships and ecological context in the practicum settings were challenging, they hindered PI development and led to a PI crisis.Practical implicationsThe article offers recommendations to enhance the pivotal role of teaching practice during PSTs' journey of becoming.Originality/valueThis study was conducted in one of the understudied contexts in regards of PI construction. It captured a holistic view of the PI construction. It showed that the interplay of interpersonal and intrapersonal factors, in addition to ecological factors, is not isolated from each other. On the contrary, they were like a cycle circumscribing the PSTs and impact their PI construction. Hence, the authors believe that the study contributed with a comprehensive understanding of pre-service PI construction.

MODELLING THE SUCCESSFUL INTEGRATION OF MOBILE AUGMENTED REALITY TECHNOLOGY (MART) AMONG MALAYSIAN PRE-SERVICE TEACHERS

The integration of mobile augmented reality technology (MART) into the education system since the last two decades have brought to the topic of discussion among many scholars. Although numerous studies have highlighted its huge potentials and benefits toward both teacher's and students' teaching and learning process, several researchers reported that teachers’ readiness to integrate mobile augmented reality technology is still uncertain. Given the importance and consideration of research that has been undertaken, the present study was set to examine the Malaysian pre-service teachers’ readiness toward integrating MART into their learning and future teaching process. The Technology Acceptance Model (TAM) was adapted as the theoretical grounding of the study in explaining and predicting pre-service teachers’ decision to integrate mobile augmented reality technology. Data of the study was gathered from 303 Malaysian pre-service teachers and were analysed using the descriptive analysis of SPSS and Partial Least Square (PLS) of Structural Equation Modelling (SEM). Findings from the study demonstrate that pre-service teachers’ readiness to integrate MART is at a moderate level. The study also suggested that pre-service teachers’ perceived usefulness has the most significant direct effect on their decision to integrate MART. On the basis of these findings a purpose model is developed, and implications of theory development, practices, and policymaking are discussed in this paper.

Reflective practices for quality education in Malaysia: A mixed method approach

Teachers in Malaysia are expected to possess the necessary reflective skills to help them analyse and think through classroom situations that require diplomacy and sound judgement. This study examined the contributions of lifelong learning skills, self-assessment ability, self-belief, teaching awareness and reflective thinking in explaining the differences in teaching practices among Malaysian pre service teachers (PSTs). A mixed-methods approach was used to provide pragmatic knowledge that can be applied to further develop reflective thinking practices among PSTs. The sample of this study were 387 PSTs enrolled in Bachelor level programmes from which 11 of them volunteered to participate in the interviews. The quantitative data showed lifelong learning skills, self-belief, and teaching awareness had a significant relationship with reflective thinking. From the qualitative data analysis, PSTs were generally focused on the immediate challenge of becoming better teachers and were open to further education in time. Similarly, the results of the qualitative thread showed the PSTs were able to manage their planning, monitoring of students and evaluation of themselves and their relation to students, suggesting metacognitive awareness, a good indicator of established reflective thinking processes. Future studies will need to consider how this will influence how reflective thinking is carried out when they are practicing teachers.

Computational thinking – Essential and pervasive toolset

Education 21st century is all about enfolding digital technology. The theme “Higher Education 4.0: Knowledge, Industry and Humanity”, mandated from Malaysia’s former Higher Education Minister Datuk Idris Jusoh. The minister identified that universities have to be trained to adapt and change the curriculum so that graduates are capable to fill in jobs which are yet to arise. This Fourth Industrial Revolution 4.0 as part of the call to revamp the Malaysia higher education system. There are nine Malaysia future-proof skills that has been listed under Ministry of Higher Education module on Framing Malaysian Higher Education 4.0 – future-proof talents. There are creativity and innovation; Holistic Entrepreneurial and Balanced; Resilience; leadership; Compassion and mindfulness; values and ethics; flexibility and adaptability; critical thinking and problem solving and finally communication and language proficiency. The above mentioned points are future-proof skills sets for Malaysian graduates. There are three additional future-proof attributes which are lifelong learners, multiple intelligence and competencies and computational thinking. This qualitative study explored the significant area in the recent digital technology and development hence, it will be one of the crucial knowledge that should be acquired by everyone and anyone not only in Malaysia but in the whole wide world. Technology is moving rapidly and educators have to keep up with this fast pace. This issue attentively allied with the terminology pioneered by Jeanette Wing that is called computational thinking (CT). The interviewed is carried out among eleven Malaysian pre-service teachers and existing teachers under PGCE (Post Graduate Certificate in Education) program in the United Kingdom, to study on their attitudes towards the idea of learning programming. Through the interviews, the researcher was able to record and interpret trainee teachers’ perceptions of the motivation to learn programming. The data were then analysed and categorised before the final codes were determined to get the final output using thematic code analysis technique. The findings show that learning programming is possible for those who had no computing background thus answered one of the aim of this study that CT skills could be adopted in any fields and more creators or designers will be established compared to the passive users. There was a rational consideration of the value of learning programming to their professional skills and the studies have asked whether understanding such will raise the participants’ engagement with learning a programming language and thus assist them to acquire CT skill.

Malaysian and American Preservice Teachers' Ability and Perspective on Mathematical Problem-Posing

Problem-posing has received considerable attention among the mathematics education community. In the present study, researchers explored preservice teachers in two countries in terms of their ability and perspectives on mathematical problem-posing. Twenty-four preservice teachers in a secondary school program in Malaysia and 26 preservice teachers in the middle school program in the United States participated in this study. The preservice teachers posed at least three mathematical block pattern problems and these were categorized according to structures, mathematical concepts, languages, and relevance elements. The results showed the American preservice teachers demonstrated better performance on the structure, mathematical concepts, and compatibility elements. The inferential analysis showed significant differences in problem-posing skills between these two groups of preservice teachers on structure (U = 149.5, p = .006) and relevance (U = 156.50, p =. 008) of the mathematical problems. Both groups had similar perspectives related to posing mathematical problems. Implications for classroom instruction were also discussed.

Pre-service Teachers' Reflection on Reflective Practices: A Malaysian Perspective

This study aimed to explore the use of reflective thinking practices incorporated into classroom teaching by pre-service teachers (PSTs). Firstly, this study investigated the reflective thinking practices used by PSTs to analyse their teaching strategies and approaches in the classroom. Secondly, this study explored the ways PSTs use reflective thinking to analyse their teaching practice. The qualitative method employing semi-structured interviews was used in this study. A sample of 11 female final year PSTs enrolled in Bachelor of Education programmes in a Malaysian university, who had just completed their 16-week teaching practicum that was selected as the participants of this study. The data were analysed using the interpretive approach in order to allow the PSTs to voice their reflective thinking experiences. Analysis of the data yielded seven categories: Opportunities to reflect, Expression of feelings, Teaching awareness, Lifelong learning, Self-confidence, Self-assessment, and Self-belief. Overall, the findings of this study indicated positive perceptions by the PSTs about using reflective practices to help them teach. However, the findings also showed that the reflection carried out by the PSTs favoured the technical and practical levels rather than being able to critically analyse their own teaching process. The results also indicated that the PSTs were not open to negative feedback given by students, as they were looking more towards the popularity factor and acceptance from students than learning from the experience as a whole. A major implication of the present study was that Malaysian PSTs may not know how to effectively use reflective thinking to help them improve their teaching skills at the same time cultivate critical thinking. They seemed to focus more on being evaluated well by their mentors than the learning that occurred during their lessons.

Assessment and Ranking Framework for the English Skills of Pre-Service Teachers Based on Fuzzy Delphi and TOPSIS Methods

In this study, pre-service teaching refers to teaching English as a second language (TESL) to Malaysian students whose first language is not English. TESL prepares English-language learners to become future teachers of English as a second language. To date, no multi-criteria framework has been developed to evaluate and select the skills of pre-service teachers. This study presents a new framework to assess and rank the English skills of pre-service teachers on the basis of fuzzy Delphi and multi-criteria analysis. Three experiments were conducted. Firstly, criteria were identified from the literature review and the opinions of representative experts via the Delphi method. Secondly, 31 pre-service teachers were evaluated to determine the skills of pre-service teachers on the basis of Delphi criteria outcomes. English proficiency was tested through the English Language Testing Service and four language skill examinations. Each examination was evaluated by experts with vast experience in English teaching. Thirdly, pre-service teachers were ranked on the basis of a set of evaluated Delphi criteria outcomes through the technique for the order of preference by similarity to ideal solution (TOPSIS) method. Thereafter, the mean and standard deviation were utilized to ensure the identical systematic ranking of pre-service teachers. Findings are as follows. Twenty-five criteria from previous studies are representative as evaluated by the opinions of experts, which were gathered through interviews and a structured questionnaire. The validity of content was verified using a five-point Likert scale. With Delphi method outcomes, 14 criteria were selected and included in the final framework. The results of the proposed evaluation framework were tested on Malaysian pre-service teachers. TOPSIS is effective for solving the selection problems of pre-service teachers. In the final experiment, significant differences were recognized between the scores of groups, indicating identical ranking results.

Measuring Social-Psychological Functioning Among Malaysian Pre-Service Teachers

Measuring Social-Psychological Functioning Among Malaysian Pre-Service Teachers

On the Cultivation of Their Community of Practice: A Case Study of EFL Malaysian Pre-Service Teachers

This study examined the experiences of five EFL student teachers/pre-service teachers (PSTs) who participated in a Community of Practice (CoP) during their simulated teaching course and the practicum stage or teaching practice (TP), at The University of Malaya, a public Malaysian university. The experiences and tensions they encountered through this stage were discussed in the light of cultivating their CoP over five stages. Joining the CoP, increasing participation and negotiation of one's tacit knowledge and assumptions were found to be productive at their learning to teach stage. However, some tensions, such as English proficiency level, self-confidence and agency, power relationships and worries of assessment persisted until the end of their practice. The results highlighted the significance of collaboration, reflection and social interactions with other CoP members as key to PSTs' learning.

Pre-service English Teachers’ Reticent Beliefs Towards Oral Participation in EAP Classrooms

The purpose of this study was to investigate pre-service English teachers’ reticent beliefs towards oral participation in English for Academic Purpose classrooms. To this end, 144 Malaysian pre-service English teachers enrolled in a teacher-training programme participated as respondents in a survey conducted using the Reticent Belief Index. They were all diagnosed with high level of reticence prior to the study. In addition, 24 pre-service teachers, selected randomly from among the survey participants, took part in focus group discussions. The results of the study revealed that the majority of the pre-service English teachers subscribed to eight beliefs that are presumed to be associated with reticent behaviour. Additionally, a newly identified belief, ‘Kiasuim’ was also found to cause the pre-service teachers being reticent in the class. The results of the study point to the importance of alleviating pre-service teachers’ reticent behaviour via a remedial course which incorporates the elements of modifying reticent beliefs.

THE DOMINANT BIG FIVE PERSONALITY AMONG PRE-SERVICE TEACHERS IN THETEACHER EDUCATION INSTITUTES (IPGM) IN MALAYSIA

The main purpose of this research is to identify the dominant Big Five Personality among pre service teachers in the Malaysian Teacher Education Institutes (IPGMs). The rationales of this study could be seen from three different aspects, which are the situational, literature and the Malaysian contexts. It is clear from current practice and the literatures that further research is needed to delve deeper into the understanding of personalities from the perspective of Big Five, especially among Malaysian pre service teachers. The data for this study was collected by survey using Neo FFI 3, which assessed the neuroticism, extraversion, openness to experience, agreeableness and conscientiousness of individuals. The samples consisted of 751 pre-services teachers selected through stratified and cluster sampling from the 27 IPGMs in Malaysia. Samples from the pre-service teacherscompleted the survey after their 12 weeks practicum in schools, as these 12 weeks practicum could be considered as the most stressful and crucial period of the pre service teachers training life in the IPGMs. Results revealed that majority of the pre-service teachers were conscientious. This interesting finding might have some positive indications to educations in Malaysia as it was in accordance with the MOE’s objectives.

Tracing it Back: Identifying the Impact of a Trans-national Language Teacher Education Programme on Classroom Practice

Language teacher education programmes can be viewed as ‘change’ programmes, particularly in their endeavours to re-shape cognition. However, often such programmes are found to be relatively ineffective in this regard. As a means of facilitating the desired change, trans-national language teacher education programmes, in which students study abroad for a portion of time, may be more effective than programmes conducted in the home environment because of the potential for encountering the new and different. This article considers the impact of two years spent in New Zealand on the language teaching practices of a cohort of Malaysian pre-service teachers during their teaching practicum. It also considers the methodological challenges in identifying sources of influence on language teaching practices.

Shaping global teacher identity in a short-term mobility programme

ABSTRACTThis article explores the shaping of Australian and Malaysian pre-service teachers’ possible selves in a short-term mobility programme. With the theory of possible selves, individuals imagine who they will become based on their past and current selves. The focus of the research was on pre-service teachers’ possible selves as global and culturally responsive teachers. The experiential learning through participation in the programme allowed participants to consider their future possible selves as teachers with a deeper understanding of diverse learners’ needs and how they might strive to address these needs in their own classrooms. The scaffolding of reflections in the programme encouraged the pre-service teachers to take on multiple perspectives, to step outside their comfort zones and in many ways to see the world from different eyes. The research found that through experiential learning in the short-term mobility programme both the Australian and Malaysian pre-service teachers gained in positioning their cultural selves currently and as future teachers, suggesting that there is merit in utilising the theory of possible selves in future research in the area of shaping teacher identity.

Understanding Malaysian Pre-Service Teachers Mathematical Content Knowledge and Pedagogical Content Knowledge

Background:This article seeks to present findings from the analysis of the TEDS-M reports on the mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) of the pre-service teachers in MalaysiaMaterials and methods:The main objective of this study was to investigate the level of teaching knowledge attained by the Malaysian pre-service primary and secondary teachers. Some 576 primary level pre-service teachers and 389 secondary level pre-service teachers participated in the TEDS-M study. The significance of this study is pertinent as the level of teachers' knowledge influences students’ achievement in schoolsResults:Results of analysis show that Malaysian pre-service teachers at the primary and secondary performed below the international average for both mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK).Conclusions:The article suggested several steps on how teacher educators could improve the PCK and MCK of pre-service teachers in Malaysia.

Malaysian primary pre-service teachers’ perceptions of students’ disruptive behaviour

The purpose of this paper was to investigate Malaysian primary pre-service teachers’ perceptions of students’ disruptive behaviour and their self-reported strategies to prevent and to manage such behaviours. Results indicate that Malaysian pre-service teachers understand disruptive behaviours to be those that disrupt the learning and teaching process. They identified the cause of student disruptive behaviour as factors residing within the individual student. Pre-service teachers here reported preventative strategies in terms of changing teaching strategies and threats to use punishment. When addressing students’ disruptive behaviour, pre-service teachers reported that they would use one-to-one counselling with students and remove tokens or hold back rewards. A discussion regarding the implications for teacher education institutions and future research concludes this paper.

Building Intercultural Competence One “Patch” at a Time

This paper describes a program calledPatchesthat was implemented to assist a group of Australian and Malaysian pre-service teachers to enhance their intercultural competence through their involvement in a series of reciprocal learning activities. Each learning experience was considered a “patch” that eventually created a “quilt of intercultural learning.” The purpose of this study was to enhance the intercultural competence of domestic and international students through organized intercultural activities, through a series of reflective writing sessions, and mutual engagement on a common project. The effectiveness of thePatchesprogram was analysed in accordance with Deardorff’s elements of intercultural competence. The qualitative findings indicate that both cohorts of preservice teachers showed elements of intercultural competence through participation in the program, with both groups reporting a deeper appreciation and understanding of how to communicate more effectively in intercultural contexts.

Fostering Pre-service Teachers’ Self-Determined Environmental Motivation Through Green Chemistry Experiments

The global environmental crisis intensifies particularly in developing nations. Environmental educators have begun to understand that changing the environmental impact requires not only changes in pro-environmental knowledge and attitudes but also in associated, self-determined motivation. This study was designed to test the hypothesis that a green chemistry curriculum changes Malaysian pre-service teachers’ environmental motivation. Two comparable groups of pre-service teachers participated in this study. The students in the experimental group (N = 140) did green chemistry experiments whereas the control group (N = 123) did equivalent experiments in a traditional manner. Posttest results indicate that there is significant difference between both the groups for intrinsic motivation, integration, identification, and introjections scales and no differences for external regulation and amotivation scales. The qualitative analysis of interview data suggests that the changes are predominantly due to the personal satisfaction that participants derived from engaging in pro-environmental behavior.

Promoting pro-environmental attitudes and reported behaviors of Malaysian pre-service teachers using green chemistry experiments

Environmental degradation is a general problem but it is often more serious in developing nations where levels of awareness are lower than in industrialized countries. There is, therefore, a need particularly in developing countries to increase pro-environmental attitudes and behaviors. In this paper, we report the results of a quasi-experimental study designed to change environmental attitudes and environmental behaviors among 263 science pre-service teachers. The treatment consisted in the form of a green chemistry curriculum. We found statistically reliable changes in environmental attitudes, as measured by the New Ecological Paradigm, and in eight self-reported environmental behaviors. The Bayesian t-test suggests that the evidence for the changes to have been the result of the green chemistry curriculum is decisive. We conclude that the green chemistry curriculum constitutes a suitable context: (a) for supporting pre-service teachers in their development of pro-environmental attitudes and (b) for changing the levels of self-reported pro-environmental actions.