Teacher preparation in Malaysia: needed changes

The article attempts to present personal views of some changes that are needed to be made within teacher education in Malaysia. It uses one teacher education university as a point of reference to forward concerns. The university remains anonymous as it is not the intent of the article to critique th...

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Published in:Teaching in higher education Vol. 20; no. 5; pp. 469 - 480
Main Authors: Goh, Pauline Swee Choo, Blake, Damian
Format: Journal Article
Language:English
Published: Abingdon Routledge 04.07.2015
Taylor & Francis Ltd
Subjects:
change in teacher education
College School Cooperation
Culturally Relevant Education
Curriculum
Educational Change
Educational History
Educational Improvement
Experiential Learning
Foreign Countries
Malaysia
practices in teacher training
Practicums
Preservice Teacher Education
Preservice Teachers
Student Teaching
Teacher Competencies
Teacher Education
teacher education in Malaysia
Teacher Education Programs
Teacher Improvement
teacher preparation
Malaysia
ISSN:1356-2517, 1470-1294
Online Access:Get full text
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Summary:The article attempts to present personal views of some changes that are needed to be made within teacher education in Malaysia. It uses one teacher education university as a point of reference to forward concerns. The university remains anonymous as it is not the intent of the article to critique the university but rather to highlight the more general challenges in preparing preservice teachers and to explore some approaches to improve teacher education within this university and its setting. The article starts by drawing together a set of concerns that face the field, arguing that three changes are needed to improve teacher preparation, namely (1) a curriculum that is grounded in the Malaysian context, (2) an improved practicum experience, and (3) to develop and situate practices in the schools. It concludes that the efforts to change within teacher education will not be easy, but needful; else the ultimate losers are the future teachers and their students.
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ISSN:1356-2517
1470-1294
DOI:10.1080/13562517.2015.1020780