The Malaysian Teacher Standards : a look at the challenges and implications for teacher educators

Talks of education transformation to improve the quality and outcomes of education in Malaysia culminated in the articulation of standards for teachers. The all new Malaysian Teacher Standards (MTS) launched in 2009 is to establish 'high competency' standards for the teaching profession an...

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Published in:Educational research for policy and practice Vol. 11; no. 2; pp. 73 - 87
Main Author: Goh, Pauline Swee Choo
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01.06.2012
Springer
Springer Nature B.V
Subjects:
Attitude change
Change Strategies
Education
Education policy
Education reform
Educational Change
Educational Development
Educational Environment
Educational Policy
Educational Policy and Politics
Educational Quality
Foreign Countries
Higher education
International and Comparative Education
Malaysia
Malaysian Teacher Standards
Outcomes of Education
Policy Analysis
Preservice teacher education
Professional Recognition
Quality of education
Status
Strategic Planning
Student Attitudes
Student Development
Student Teachers
Teacher competencies
Teacher education
Teacher Education Programs
Teacher Educators
Teacher Effectiveness
Teaching (Occupation)
Teaching Skills
Malaysia
Teacher quality
Teacher education
Malaysian Teacher Standards
Teaching standards
Educational transformation
Student teachers
ISSN:1570-2081, 1573-1723
Online Access:Get full text
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Summary:Talks of education transformation to improve the quality and outcomes of education in Malaysia culminated in the articulation of standards for teachers. The all new Malaysian Teacher Standards (MTS) launched in 2009 is to establish 'high competency' standards for the teaching profession and to increase the status of teachers in Malaysia. This article briefly describes the standards that concern teachers and teacher educators alike. It is proposed that there are three challenges to the standards system that teacher educators may face. First, on transforming ingrained beliefs, values and biased perceptions of teaching that student teachers bring to the teaching institution. The second centres on the rhetoric-reality gap of the MTS itself, while the third challenge involves the actual training of teachers. Given these three challenges, this article also outlines several avenues for teacher educators to consider as they set out to better understand and re-design teacher education programs in this standards-based era of educational transformation. The discussion of the challenges and the proposed resources to meet the challenges are by no means exhaustive or acts as a conclusion but rather to create awareness for further discussion and analysis of the implications proposed in this article. [Author abstract]
Bibliography:Refereed article. Includes bibliographical references.
Educational Research for Policy and Practice; v.11 n.2 p.73-87; 2012
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:1570-2081
1573-1723
DOI:10.1007/s10671-011-9107-8