Beginning teachers’ conceptions of competency: implications to educational policy and teacher education in Malaysia

When any innovations or measurement procedures are introduced into the education system to improve or judge the quality of its teaching force, beginning teachers often have to adapt to these new concepts of what constitute a high quality teaching. This article contends that these new concepts neithe...

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Vydané v:	Educational research for policy and practice Ročník 13; číslo 1; s. 65 - 79
Hlavní autori:	Goh, Pauline Swee Choo, Wong, Kung Teck
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Dordrecht Springer Netherlands 01.02.2014 Springer Springer Nature B.V
Predmet:	Beginning Teachers Education Education policy Educational Policy Educational Policy and Politics Educational Quality Faculty Development Foreign Countries International and Comparative Education Malaysia Measurement Professional development Quality of education Role Secondary School Teachers Self Efficacy Studies Teacher Attitudes Teacher Competencies Teacher Education Teacher Effectiveness Teacher Evaluation Teachers Urban Schools Malaysia Beginning teachers Teacher education Malaysia Conceptions of competency Educational policies
ISSN:	1570-2081, 1573-1723
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Abstract	When any innovations or measurement procedures are introduced into the education system to improve or judge the quality of its teaching force, beginning teachers often have to adapt to these new concepts of what constitute a high quality teaching. This article contends that these new concepts neither necessarily match beginning teachers’ own conceptions about their own competency nor has it given beginning teachers a chance to be heard. This study provides an opportunity for beginning teachers’ ‘voices’ to be heard through phenomenography which is an interpretive research approach to discover what beginning teachers in Malaysia conceive and understand as competence in relation to what they do every day as teachers. The main finding of this study is the key role played by beginning teachers’ conceptions of competency which has provided strong implications for educational policies and teacher education. The findings suggest that teachers need to be represented in any quality improvement measures. Careful attention should also be paid to the school systems and to teacher training programmes to support and encourage teachers in their professional growth as competent teachers.
AbstractList	When any innovations or measurement procedures are introduced into the education system to improve or judge the quality of its teaching force, beginning teachers often have to adapt to these new concepts of what constitute a high quality teaching. This article contends that these new concepts neither necessarily match beginning teachers' own conceptions about their own competency nor has it given beginning teachers a chance to be heard. This study provides an opportunity for beginning teachers' 'voices' to be heard through phenomenography which is an interpretive research approach to discover what beginning teachers in Malaysia conceive and understand as competence in relation to what they do every day as teachers. The main finding of this study is the key role played by beginning teachers' conceptions of competency which has provided strong implications for educational policies and teacher education. The findings suggest that teachers need to be represented in any quality improvement measures. Careful attention should also be paid to the school systems and to teacher training programmes to support and encourage teachers in their professional growth as competent teachers.[PUBLICATION ABSTRACT] When any innovations or measurement procedures are introduced into the education system to improve or judge the quality of its teaching force, beginning teachers often have to adapt to these new concepts of what constitute a high quality teaching. This article contends that these new concepts neither necessarily match beginning teachers' own conceptions about their own competency nor has it given beginning teachers a chance to be heard. This study provides an opportunity for beginning teachers' 'voices' to be heard through phenomenography which is an interpretive research approach to discover what beginning teachers in Malaysia conceive and understand as competence in relation to what they do every day as teachers. The main finding of this study is the key role played by beginning teachers' conceptions of competency which has provided strong implications for educational policies and teacher education. The findings suggest that teachers need to be represented in any quality improvement measures. Careful attention should also be paid to the school systems and to teacher training programmes to support and encourage teachers in their professional growth as competent teachers.
Audience	Academic
Author	Goh, Pauline Swee Choo Wong, Kung Teck
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References_xml	– reference: NgPTThe evolution and nature of school accountability in the Singapore education systemEducational Assessment, Evaluation and Accountability201022427529210.1007/s11092-010-9105-z – reference: Åkerlind, G. (2002). Principles and practice in phenomenographic research. Paper presented at the current issues in phenomenography conference, Canberra, ACT. – reference: GohPSCMatthewsBListening To the concerns of student teachers In Malaysia during teaching practiceAustralian Journal of Teacher Education20113639210310.14221/ajte.2011v36n3.2 – reference: Larsson, J. (2010). Discerning competence within a teaching profession. Retrieved on July 30, 2011, from http://hdl.handle.net/2077/21905. – reference: Tam, W.M., & Cheng, Y.C. (2007). Teacher educator and professional development for sustainable school effectiveness. In T. Townsend (Ed.), International handbook of school effectiveness and improvement (pp. 751–766). Springer International Handbooks of Education. – reference: Malaysian Teacher Standards (2009). Putrajaya: Teacher Education Division. – reference: Economic Planning Unit. (2010). The Malaysian economy in figures 2009. Retrieved on June 13, 2012 from http://www.epu.gov.my/malaysianeconomyfigures2009/. – reference: MartönFBoothSLearning and awareness1997New JerseyLawrence Erlbaum Associated Publishers – reference: Jala, I. (2012). Let’s participate in education. The star. Retrieved on June 13, 2012 from http://thestar.com.my/columnists/story.asp?col=transformationblues&file=/2012/5/21/columnists/transformationblues/11319706&sec=Transformation%20Blues. – reference: Turner-BissetRExpert teaching2001LondonDavid Fulton Publishers – reference: NgPTThe quest for innovation and entrepreneurship in Singapore: Strategies and challengesGlobalisation, Societies and Education201210333734910.1080/14767724.2012.710121 – reference: TrigwellKProsserMGinnsPPhenomenographic pedagogy and a revised Approaches to Teaching inventoryHigher Education Research & Development200524434936010.1080/07294360500284730 – reference: Chapman, K. (2012). More focus on the job. The star. Retrieved on June 13, 2012 from http://thestar.com.my/education/story.asp?file=/2012/5/20/education/11302900&sec=education. – reference: SchonDAEducating the reflective practitioner: Toward a new design for teaching and learning in the professions1996San FranciscoJossey-Bass, Inc. – reference: WolfKSiu-RunyanYPortfolio purposes and possibilitiesJournal of Adolescent and Adult Literacy19964013037 – reference: HuntlyHTeachers’ work: Beginning teachers’ conceptions of competenceThe Australian Educational Researcher200835112514510.1007/BF03216878 – reference: PageMLYou can’t teach until everyone is listening: Six simple steps to preventing disorder, disruption, and general mayhem2008CaliforniaCorwin Press – reference: ShulmanLThe wisdom of practice: Essays on teaching, learning, and learning to Teach2004San FranciscoJossey-Bass, Inc. – reference: GohPSCThe Malaysian Teacher Standards: A look at the challenges and implications for teacher educatorsEducational Research for Policy and Practice2012112738710.1007/s10671-011-9107-8 – reference: SandbergJPinningtonAHProfessional competence as ways of being: An existential ontological perspectiveJournal of Management Studies2009467L1138117010.1111/j.1467-6486.2009.00845.x – reference: BowdenJMartönFThe University of learning: Beyond quality and competence2004LondonRoutledge Falmer – reference: FullerFFBownOHRyanKBecoming a teacherTeacher education: Seventy-fourth yearbook of the national society for the study of education1975ChicagoUniversity of Chicago Press2552 – reference: Freiberg, H. J., & Driscoll, A. (2005). Universal teaching strategies (4th ed.). Boston: Pearson. – reference: Ramsden, P. (2003) Learning to teach in higher education (2nd ed.). London: Routledge Falmer. – reference: ToiAAn empirical study of the effects of decentralization in Indonesian junior secondary educationEducational Research for Policy and Practice20109210712510.1007/s10671-010-9081-6 – reference: Economic planning unitMid-term review of the ninth Malaysian plan 2006–20102008Kuala LumpurPercetakan Nasional Malaysia Berhad – reference: Jala, I. (2010). The crux of the matter is quality education – Idris Jala. Malaysian insider. 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SubjectTerms	Beginning Teachers Education Education policy Educational Policy Educational Policy and Politics Educational Quality Faculty Development Foreign Countries International and Comparative Education Malaysia Measurement Professional development Quality of education Role Secondary School Teachers Self Efficacy Studies Teacher Attitudes Teacher Competencies Teacher Education Teacher Effectiveness Teacher Evaluation Teachers Urban Schools
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Title	Beginning teachers’ conceptions of competency: implications to educational policy and teacher education in Malaysia
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