Teachers, Teacher Education, and Professional Development
Teaching is a dynamic profession, and education plays a pivotal role in nation building. The National Education Philosophy and Teacher Education Philosophy serve as a guide for developing professional and competent teachers and meeting international standards. The Institute of Teacher Education (ITE), formerly known as the Teacher College, offers bachelor’s degree programs in teaching, reflecting national efforts to elevate and transform the teaching profession by enhancing teachers’ professionalism and competence.
At present, the ITE offers a postgraduate diploma in education (1½ years) and a Bachelor of Teaching degree (four years preceded by a one year foundation program). Collaborations with universities in the United Kingdom, Australia, New Zealand, France, and Germany serve bachelor’s degree programs in language studies and education (English, French, and German).
The ITE has implemented a stringent selection procedure to ensure only the best candidates are admitted to its programs. Applicants are required to take a Teacher Candidate Qualification Test, which comprises a Teacher Personality Inventory, a Self-Tracking Index, and a Physical Fitness Test. Applicants to Physical Education, Music Education, Islamic Education, and Arabic Language programs are required to sit for an additional practical test. Selected applicants are called for an interview, the final stage of the selection process.
The teacher training curriculum developed by the ITE is outcome-based, spiral, and developmental in nature, coherent, practical and contextual, and holistic. The Malaysian Qualifications Framework (MQF) provides a basis for quality assurance of the curriculum, in accordance with the ITE mission to produce competent and passionate teachers and deliver world-class education.5 Program delivery modes include on-campus full time teaching and learning, distance learning, and school-based training. The ITE conducts program assessment in order to improve the suitability, effectiveness, and efficiency of program implementation and management.
Teacher Education Specific to Mathematics and Science
The ITE offers teacher education programs in mathematics and science based on the eight domains specified in the MQF—knowledge; practical skills; social skills and responsibilities; values, attitudes, and professionalism; communication, leadership, and team skills; problem solving and scientific skills; information management and lifelong learning skills; and managerial and entrepreneurial skills. These domains are built into the educational objectives and learning outcomes of the teacher education programs. The course learning outcomes are based on learning taxonomies and determine the breadth and depth of the curriculum.
The duration of the ITE mathematics and science education programs is eight semesters, in addition to the entry requirement of a one year foundation program. For each program, trainee teachers must complete 133 credits in order to graduate. The courses are divided into six types: compulsory courses, education foundation courses, discipline core courses, professional practice courses, electives related to discipline core courses, and open elective courses. The programs allocate 48 credits for discipline core courses, 16 credits for professional practice courses, and 24 credits for education foundation courses or pedagogical courses.6
Requirements for Ongoing Professional Development
Professional development programs in mathematics and science include the following types: one year specialist teacher courses; postgraduate programs; 14 week professional development courses; degree programs for nongraduate teachers; degree programs for foreign language teachers; professional upgrade courses for teachers in indigenous schools, remote schools, and smart schools (schools focused on Information and Communications Technology, or ICT); and Malaysian educator development programs.7 Mathematics and science professional development programs provide teachers with a sound foundation in subject content knowledge, pedagogical skills, information technology, and moral values. The goal of these programs is to produce knowledgeable and skillful teachers capable of quality teaching, effective delivery of the curriculum, and engaging students in an experiential learning process in which teachers act as facilitators rather than information providers. Overall, the national education policy aims to produce a group of professionals who can meet the current needs of a changing education system as it faces the challenges of globalization.
The Teacher Education Division and Aminuddin Baki Institute are responsible for both in-service teacher training and professional development programs, including those in mathematics and science.
At the district level, the Ministry of Education has implemented the District Transformation Programme (DTP) with the aim of improving the performance of low performing schools. The program brings together a select group of senior principals or senior assistants (School Improvement Partners, or SIPartners+) and a select group of senior and master teachers (School Improvement Specialist Coaches, or SISC+) under the jurisdiction of the District Education Department to assist teachers and school leaders in improving school performance.
SISC+ professionals specialize in one of the three main subjects taught in schools—mathematics, Malay, or English language—and provide coaching and mentoring to teachers in primary and secondary schools. SISC+ professionals work together with teachers to improve pedagogical skills, as well as plan interventions and remedial programs for students.
SIPartners+ professionals provide coaching and mentoring to school leaders on management and leadership issues and help formulate targeted interventions. They also are responsible for creating a professional learning community in every school.