Attitudes and Beliefs of TESL Teacher Trainees in Teacher

Education Institute of Malaysia: Assumptions,

Preparations and Challenges

NORSARIHAN BIN AHMADTEACHER EDUCATION INSTITUTE, SARAWAK CAMPUS

ASSOCIATE PROFESSOR DR HAMZAH BIN OMARUNIVERSITY MALAYSIA SABAH

Introduction• Teacher Education Institutes in Malaysia is a very important institution to train and produce potential teachers in primary schools in Malaysia.

• The Ministry of Education, Malaysia has outlined their concern to produce quality teachers in Malaysia through ‘Education Development Plan’ and ‘Standard Guru Malaysia’

Introduction• Due to the demand of producing quality education, teachers have to be able to produce quality teaching.

• In preparing quality teachers, Teacher Education Institutes have to seriously train and develop potential teachers from all aspects. It would be impossible to achieve the desired results unless the teachers have the positive aspects. (Sunbul, 2000, p.224)

Malaysia Education Development Plan (PPP) 2013 - 2025

A total of 11 shifts contained in the Education Development Plan 2013-2025 are:1.Providing equitable access to quality education of international standard.2.Ensuring that each pupil is proficient in Malaysia language and English language.3.Producing Malaysian citizens who appreciate good values.4.Transforming teaching as a profession of choice.5.Ensuring high performance leaders located in each school.6.Empowering the State Education Department, District Education Office and schools to provide customized solutions based on needs.7.Leveraging ICT to improve the quality of learning in Malaysia.8.Transforming education delivery capability and capacity.9.Working with parents, communities and the private sector at large.10.Maximizing student success.11.Increasing transparency of public accountability.

Teacher Education in Malaysia

• The philosophy of teacher education emphasizes provide quality education relevant to the economy and industry by creating a conducive and stimulating environment that encourages total development, continuous improvement and lifelong learning.

• Ministry of Education under the Institute of Teacher Education train primary school teachers while Universities under Ministry of Higher Education trains secondary school teachers.

Teacher Education Institutes in MalaysiaTeacher Training Institute Ministry of Education is a progressive institution which aims to provide quality education relevant to the economy and industry by creating a conducive and stimulating environment that encourages total development, continuous improvement and lifelong learning. Its vision is to prepare teachers and graduates for a future of dynamic change, with relevant knowledge, lifelong skills, character and continuous improvement. It is with this vision that the Teacher Education Institute constantly evaluates its teaching approaches to keep up with the emerging need of learners as well as the needs of government educational institutions and industry.

Course Outline• TESL teacher trainees have to follow 8 semester’s courses (4 years)

• The courses are divided into major courses, elective 1 courses and elective 2 courses.

• Teacher trainees will conduct ‘School Based Experience from semester 1 to semester 4. (1 week per-semester)

• Teacher trainees are exposed with 45 hours (34%) of TESL subjects.

CODE COURSES CREDIT SEMTSL3101 Intro. to Linguistics 3 (3+0) 1TSL3102 Literature in English 3 (3+0) 1TSL3103 ELT Methodology 3 (3+0) 2TSL3104 English Phonetics & Phonology 3 (3+0) 2TSL3105 Teaching L&S in the Primary ESL

Classroom3 (3+0) 3

TSL3106 Teaching Reading Skills & Vocabulary 3 (3+0) 3TSL3107 Teaching writing Skills in the Primary

ESL Classroom3 (3+0) 4

TSL3108 Teaching Grammar in the Primary ESL Classroom

3 (3+0) 4

TSL3109 Managing the Primary ESL Classroom 3 (3+0) 5TSL3110 Linking Theory to Practice 3 (2+1) 5TSL3111 Developing & Using Resources for the

Primary ESL Classroom3 (3+0) 6

TSL3112 Language Assessment 3 (3+0) 6TSL3113 Action Research I – Methodology 3 (3+0) 7TSL3114 Curriculum Studies 3 (3+0) 7TSL3115 Action Research II – Implementation &

Reporting3 (0+3) 8

Aim of The Study• to explore and investigate the attitude and beliefs of TESL teacher trainees in Malaysia Teacher Education in Sarawak. This study also examines the teacher trainees’ assumptions, preparations and challenges of their future profession as English language teacher.

Literature ReviewWhitbeck (2000) stated that teacher trainees who entered teaching profession hold a simplistic view of the teaching profession. They believe that teaching is easy and that teaching merely involves transmitting information (Feiman-Nemer et al., 1989)

Literature ReviewThe basic objective of teacher training program is to prepare prospective teachers to meet challenges that they have to face in the classroom (Arends, 1994). Stanley (1984) stated that teacher training provide useful experience in influencing learning that produces change in knowledge, skills and attitude. Thus, developing highly specific and useful pedagogical skills. Teacher training is an important part of learning which is essential in improving job related knowledge, skills and attitude in an individual (Shah, 1991).

Research ProblemTeacher trainees in Sarawak like many other teacher trainees in Peninsular Malaysia and Sabah receives the same amount of training from Teacher Education Institute. However, after all the training, there are complaints from the teacher trainees that they are not sure of their decision and not ready to teach English language subject in the school. The reason for these issues may be unknown.

Research Objectives1.The levels of teacher trainees

attitudes and beliefs have in the process of teaching and learning.

2.The differences of attitudes and beliefs based on teacher trainees’ gender.

3.The sources of change in their attitudes and beliefs.

4.The extend that teaching practice help shape their attitudes and beliefs.

5.The extend that the syllabus help their attitudes and beliefs.

Research Questions1.What are the levels of teacher trainees

attitudes and beliefs in the process of teaching and learning?

2.Are there differences of attitudes and beliefs based on teacher trainees’ gender?

3.What are the sources of changes in teacher trainees’ attitudes and beliefs?

4.Which extend teaching practice help shape teacher trainees’ attitudes and beliefs?

5.Which extend the syllabus help shape teacher trainees’ attitudes and beliefs?

Significance of The Study

1.Teacher Education Institute of Malaysia would be able to use the findings of this study to make some changes in the current courses and rethink its design and practices in teacher training program.

2.Teacher Education Institute of Malaysia could identify certain courses which will help the teacher trainees to prepare themselves before they start teaching in schools.

Research DesignThe research study utilizes a mixed experimental design consisting of both quantitative and qualitative data.

GenderEthnic

Bumiputera

Chinese

Indian Others

Male 26 4 2 -Female 25 6 1 -

51 10 3 -Total 64

Population

What are the levels of teacher trainees attitudes and beliefs in the process of teaching and learning?

Cronbach's Alpha

Cronbach's Alpha Based on

Standardized Items N of Items.862 .971 8

What are the levels of teacher trainees attitudes and beliefs in the process of teaching and learning?

Mean Std. Deviation NTo be a good teacher, I role model my teacher 4.9531 .21304 64

I am proud to be a teacher and feel proud to express it

4.3438 .67185 64

Teaching is often done whole-heartedly 4.9531 .21304 64

I join Teacher Education Institute because I want to be a teacher

4.9531 .21304 64

Teaching is my number 1 profession 4.9531 .21304 64

Teaching becomes boring after some time 4.9531 .21304 64

Are there differences of attitudes and beliefs based on teacher trainees’ gender?

gender

To be a good

teacher, I role model my

teacher

I am proud to be

a teacher and feel proud to

express it

Teaching is often done

whole-heartedly

The teacher as a public role model

Teaching is

one of the best means of

striving

humanity

Teaching

profession is

a respectable

profession

To be a teacher

, I should know more about

teaching

I join Teacher Educati

on Institu

te because I want to be a teacher

Teaching is my

number 1

profession

Teaching

becomes

boring after some time

difference

smale Mean 4.9063 4.1250 4.9063 5.0000 5.0000 5.0000 5.0000 4.9063 4.9063 4.9063 4.906

3N 32 32 32 32 32 32 32 32 32 32 32Std. Deviation

.29614 .65991 .29614 .00000 .00000 .00000 .00000 .29614 .29614 .29614 .29614

female Mean 5.0000 4.5625 5.0000 5.0000 5.0000 5.0000 5.0000 5.0000 5.0000 5.0000 N 32 32 32 32 32 32 32 32 32 32 Std. Deviation

.00000 .61892 .00000 .00000 .00000 .00000 .00000 .00000 .00000 .00000

Total Mean 4.9531 4.3438 4.9531 5.0000 5.0000 5.0000 5.0000 4.9531 4.9531 4.9531 4.9063

N 64 64 64 64 64 64 64 64 64 64 32Std. Deviation

.21304 .67185 .21304 .00000 .00000 .00000 .00000 .21304 .21304 .21304 .29614

What are the sources of changes in teacher trainees’ attitudes and beliefs?1.Lecturers who are very helpful in

helping the teacher trainees.2.Environment in the Teacher

Education Institutes that promotes conducive learning experience.

3.Seniors’ experiences when they went through the same experience.

Which extend teaching practice help shape teacher trainees’ attitudes and beliefs?• Fully aware of the environment and setting of the school and classroom.

• More open to the school environment and curriculum.

• Build more confidence in teaching and practicing their teaching skills.

• Opportunities for teacher trainees to practice teaching in real classroom setting.

Which extend the syllabus help shape teacher trainees’ attitudes and beliefs?• Comprehensive syllabus to cater to teaching requirements in school.

• Build more confidence after learning the subjects.

• ‘Bina Insan Guru’ (BIG), ‘School Based Experience, ‘Language Camp’ and ‘Teaching Practice’ help shape teacher trainees confidence and preparations in becoming a responsible teacher.

Assumptions, Preparations and

Challenges• Teacher trainees thought that teaching is easy before they join Teacher Education Institute. However, they found it difficult to not just cope with academic only but also other projects and works related to education.

Assumptions, Preparations and

Challenges• Teacher trainees who joined Teacher Education Institutes in Sarawak mostly come from Peninsular Malaysia and Sabah. They found it different from their places especially when it involves the culture in teaching English language subject.

Assumptions, Preparations and

Challenges• Teacher trainees faced difficulties in trying to fit their teaching in the classroom. They are still struggling to manage their classroom and time.

• Teacher trainees are still afraid to teach because of low self-esteem when they compare themselves to more senior teachers.

Limitation of Study• The data from this study is only in its early finding.

• The finding of this study cannot be generalized with other Teacher Education Institutes in Malaysia.

Conclusion• The result showed that teacher trainees in Teacher Training Institute in Sarawak have positive attitudes towards teaching.

• The finding supported Staley (1984) statement that teacher training provide useful experience in influencing learning that produces change in knowledge, skills and attitude.

• However, teacher trainees face problems in teaching the English language to multicultural students in the classroom.

References• Arends, R. (1994). Learning To Teach. 3rd Ed. McGraw Hill.

New York. • Gürsoy, E.(2011). ELT Teacher Trainees’ Attitude Towards

English Language As An Indication Of Professional Readiness. 2nd International Conference On New Trends in Education and Their Implications. Retrieved from www.iconte.org

• Patton, M.Q. (1990). Qualitative evaluation and research methods (2nd ed.) Newbury Park, CA: Sage. P.

169.• Shah, S.Y. (1991). Each One Teach One: Laubach's Methods and

Materials. New Delhi: Indian Adult Education Association.• Stanley, W. B. (1984). Approaches to teaching concepts and

conceptualizing: An analysis of social studies methods texbooks. Theory and Research in Social Education, 11, 1-14.