THE NEXT GENERATION OF TEACHERS: THE MALAYSIAN PERSPECTIVE Dato (Dr.) Asariah Mior Shaharuddin Deputy Director-General of Education Ministry of Education, Malaysia
Introduction UNESCO s Education for All (EFA) goals: Expanding early childhood care and education, Providing free and compulsory primary education for all, Promoting learning and life skills, Increasing adult literacy by 50 per cent, Achieving gender parity by 2005, gender equality by 2015 Improving numeracy, literacy and essential life skills. To achieve EFA goals, Malaysia needs sufficient quality teachers
Quality Teachers Teachers who can educate learners to become responsible citizens, who are at ease with new technologies and able to make informed decisions about health, the environment and other challenges (UNESCO, 2005)
Next Generation of Teachers Necessary competencies to develop 21 st century skills in learners Independent researchers Critical thinkers Creative problem solvers Users of technology to communicate and collaborate Responsible citizens in a digital world
Role of Educational Leaders & Teacher Educators Ensure that future teachers can competently use ICT as an enabler to optimise learning opportunities. Develop teacher education programmes that emphasise ICT-blended pedagogy to improve teaching and learning.
Purpose of this Paper To share some of the Malaysian Ministry of Education s (MOE) efforts to enhance teacher quality through integration of ICT in teacher education and development 3 strategies highlighted in this paper: Preparing Pre-service Teachers Enhancing In-Service Teachers Professional Development Empowering Educational Leaders
STRATEGY 1: Preparing Pre-service Teachers In 2007, the Institutes of Teacher Education (ITEs) began the 4-year Bachelor of Teaching Degree programme (PISMP) The PISMP curriculum aims to achieve specific learning outcomes as required by the Malaysian Qualifications Framework (MQF) which are consistent with 21 st century skills.
The PISMP Programme Course Content Compulsory subject Technology in Teaching and Learning where they acquire the knowledge and skills of educational technology and educational media Computer-aided instruction in their respective Majors to enhance their basic ICT knowledge and skills to produce and organise ICT materials and multimedia resources in their particular area of study.
The PISMP Programme Curriculum Delivery Use of ICT as a tool to learn Students access information and source for materials on-line through Independent Student Learning (ISL) Teacher educators integrate ICT in the teaching and learning process The Digital Library concept will become an integral component of the PISMP programme
The PISMP Programme Assessment Assignments require students to use ICT in their project-based learning Students access information from the internet, communicate ideas using ICT, and use ICT applications for solving problems and creating projects
The PISMP Programme Enrichment: Intel Teach Introduced into the pre-service teacher education programme in 2002 Focuses on project-based and problem-solving approaches, technology integration and resource management Promotes the effective use of technology to enhance learning through research, communication, productivity strategies and tools Encourages students self direction and higher-order thinking to collaborate and solve meaningful contextual problems
STRATEGY 2: Enhancing In-Service Teachers Professional Development Smart School initiative integrates innovative, 21 st century teaching and learning technologies. Aimed at developing learning and innovation skills, life and carrier skills and information, media and technology skills. ICT is the key enabler in imparting the desire to learn among students as well as teachers. MOE enhances in-service teachers ICT competencies to support Smart Schools through Smart Teacher Training Course
The Smart Teacher Training Course Initial training was started in 1988 with teachers from 83 pilot project schools. The training was later extended to 2400 schools. By the year 2010 it is expected that 200,000 teachers will be trained under this programme. Reports show that the teachers readiness in using ICT, integrating ICT in teaching and learning and adapting new pedagogies have improved.
14-Week Professional Development Programme In-service courses in various fields including ICT in education The ICT course covers knowledge and skills on computer hardware, software, networking, multimedia, basic programming, web development, the internet and integration of ICT in teaching and learning. Teachers who participated in this course have become leaders and coordinators in implementing ICT in their schools.
1-Year Specialist Training Certificate Course Offered in the area of ICT in education, is designed for primary school teachers with a minimum of three years teaching experience. Enhances participants ICT competencies by increasing their knowledge, skills and values in using ICT in education with emphasis on practical ideas and sound pedagogical concepts.
STRATEGY 3: Empowering Educational Leaders Effective leaders are pivotal to the success and sustainability of ICT-enhanced teacher preparation Urgent need for leaders to exhibit commitment, confidence and competence in supporting and utilising ICT to transform teacher preparation. MOE has a number of capacity-building initiatives to develop ICT leadership and empower educational leaders to adopt and adapt ICT to enhance teacher preparation
Infra and Infostructure Development Investment in infra and infostructure development The government has allocated RM12.9 billion for the development of ICT infrastructure and facilities. For teacher education, part of this budgetary allocation is translated into the setting up of the Campus Net, a campus-wide broadband network at the ITEs. ICT network is being upgraded using the Metropolitan Ethernet Network or Metro-E technology that enhances connectivity
Infra and Infostructure Development (cont.) SchoolNet connects schools nationwide to access information and content about teaching and learning, management, and assessment. Malaysian Grid for Learning (MyGfL), a repository and directory of shared digital content and resources, was developed with funding from the government and managed by the MOE.
ICT Leadership Development Since the inception of the Malaysian Smart School Project, about 6000 principals and headmasters have been given training in ICT knowledge and skills to lead and manage. Basic computer knowledge, effective management with ICT, and strategic ICT leadership courses were provided. These courses enable school leaders to understand the capacities of new technologies as well as to practice instructional and distributed leadership to engage inservice teachers
Smart Partnerships Partnership between MOE and other agencies / organisations to develop educational leaders in ICT integration MOE & Microsoft - Peer coaching programme under the auspices of UNESCO trains teacher leaders to coach their colleagues in ICT utilisation and integration. MOE & Oracle Education Foundation - trains selected ICT coordinators from schools to use Oracle i-learning to build 21 st century skills via project-based learning.
Challenges Ahead Innovative leadership Further enhance educational leaders skills and competencies in promoting innovativeness in learning organizations Mastery of the English language Amplify effort to strengthen English language among teachers to implement ICT-blended pedagogical approaches.
Challenges Ahead Narrowing the digital divide Efforts to narrow the digital divide between urban and rural schools Integrating ICT effectively Further efforts needed to ensure teacher education students have the necessary level of confidence and competence to integrate ICT effectively in their classrooms. Strategise in-service teacher development Optimise on-site in-service teacher education programmes to reduce the disruption of the teaching and learning process
Conclusion Efforts undertaken have contributed to the preparation of the next generation of Malaysian teachers ICT an integral part of preparing Malaysian teachers equipped with the necessary skills, knowledge, moral and professional values. Malaysia is committed to produce quality teachers in pursuit of the EFA goals.
Conclusion Malaysian next generation of teachers must uphold moral and professional values as well knowledgeable and competent Inculcating positive values and attitudes towards the teaching profession is an integral part of preparing Malaysian teachers equipped with the necessary skills, knowledge, moral and professional values (MALAYSIAN TEACHER STANDARDS).