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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Veröffentlicht in:	Educational research for policy and practice Jg. 11; H. 2; S. 73 - 87
1. Verfasser:	Goh, Pauline Swee Choo
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Dordrecht Springer Netherlands 01.06.2012 Springer Springer Nature B.V
Schlagworte:	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
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Abstract	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]
AbstractList	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 centers 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. 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 centers 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.[PUBLICATION ABSTRACT] 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]
Audience	Postsecondary Education Secondary Education
Author	Pauline Swee Choo Goh
AuthorAffiliation	Sultan Idris University of Education
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Keywords	Teacher quality Teacher education Malaysian Teacher Standards Teaching standards Educational transformation Student teachers
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Notes	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
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start-page: 129 issue: 2 year: 1992 ident: 9107_CR19 publication-title: Review of Educational Research doi: 10.3102/00346543062002129 – start-page: 3 volume-title: The teacher educator’s handbook: Building a knowledge base for the preparation of teachers year: 1995 ident: 9107_CR25 – volume: 6 start-page: 235 issue: 3 year: 2007 ident: 9107_CR26 publication-title: Educational Research for Policy and Practice doi: 10.1007/s10671-007-9018-x – ident: 9107_CR32 – start-page: 25 volume-title: Teacher education: Seventy-fourth yearbook of the national society for the study of education year: 1975 ident: 9107_CR12 – ident: 9107_CR34 – volume: 97 start-page: 121 issue: 2 year: 1996 ident: 9107_CR41 publication-title: The Elementary School Journal doi: 10.1086/461858 – start-page: 19 volume-title: Inovasi Dasar Pendidikan—Perspektif Sistem dan Organisasi [Innovative systems—perspectives from educational policy and organization] year: 2002 ident: 9107_CR1 – volume: 4 start-page: 39 issue: 1 year: 2003 ident: 9107_CR14 publication-title: Asia Pac Educ Rev doi: 10.1007/BF03025551 – ident: 9107_CR15 – volume: 11 start-page: 1 issue: 3 year: 2006 ident: 9107_CR29 publication-title: The Innovation Journal: The Public Sector Innovation Journal – volume: 10 start-page: 95 issue: 1 year: 1994 ident: 9107_CR20 publication-title: Teacher and Teacher Education doi: 10.1016/0742-051X(94)90043-4 – ident: 9107_CR36 – ident: 9107_CR17 – ident: 9107_CR30 – start-page: 232 volume-title: Preparing teachers for a changing world: What teachers should learn and be able to do year: 2005 ident: 9107_CR2 – volume: 6 start-page: 15 issue: 1 year: 2007 ident: 9107_CR38 publication-title: Educational Research for Policy and Practice doi: 10.1007/s10671-007-9020-3
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SubjectTerms	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
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Title	The Malaysian Teacher Standards : a look at the challenges and implications for teacher educators
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