PRIMARY SCIENCE TEACHER PREPARATION: A COMPARATIVE

STUDY OF MALAYSIA AND SINGAPORE

By: Amani bt Abdullah Mubarak

Introduction

Malaysian(MOE) made fundamental paradigm shifts in the strategic direction of the education system to meet the needs of Malaysia in the 21st century (PIPP, 2006).

To succeed in this endeavour, Malaysia crucially needs a high-quality teaching workforce with the values, instincts, life skills and competencies on which we entrust them with the heavy responsibilities of moulding the lives of our young generation.

The MOE is aware of the need to equip Malaysian schools with quality teachers to cope with the realities of the 21st century (Asariah, 2007).

Aims of this paper

The aims of this paper are: to describe on similarities and

differences in the preparation of primary science teachers in Malaysia and Singapore

and finding mutual lessons for sustaining improvement in science teacher preparation that can be learnt from both countries.

Limitation of this study

Discuss only on the qualifications and preparations for pre-service science teachers who involve in teaching pupils in national primary education in Malaysia and Singapore.

Focus on the context of Institute of Teacher Education (ITE) in Malaysia (Institut Pendidikan Guru -IPG) and National Institute of Education (NIE) in Singapore for undergraduate Science Education (Primary) full time programme only.

Do not aim to give definition on scientific literacy and its relation with teacher preparations.

Why Compare Malaysia to Singapore ?

The strength of Singapore (among the best countries) in TIMSS and PISA.

Neighboring countries -has its advantages, not least of which is the intended co-operation in matters of economic development.

narrowing the gap between the two worlds. the past relationship that they once had been

ruled by the same system of education and have almost the same cultural and multi-national background.

Overview of education systemsMalaysia Two ministries will merge into one Centralised Education Medium of instructions for science

teaching: : gone through several changes:English and Malay mediums (before 1974), Malay Language (1975-2002), English Language (2003-2013), latest- shifted from English to BM

11 years of general education; 6 years -1st School and 5 years -2nd School

Vision: “Excellent schools producing distinguished generations” KPM ,2013

Singapore One ministry Centralised Education Medium of instructions for

science teaching: English Language

10 years of general education; 6 years -1st School and 4 years -2nd School

Vision: "Thinking Schools, Learning Nation" (Goh Choh Tong,1997)

Comparison of subjects taught in primary schools in Malaysia and Singapore

Subjects Offered In The Primary Schools according to level

Year/ grade Malaysia Singapore

11. Malay language2. English language 3. ,Chinese, and Tamil

languages) 4. Mathematics, 5. World of Arts, 6. World of science and

Technology 7. Ethnic Languages i.e Iban

and Kadazan Languages (Optional),

8. Physical education,9. Islamic Education / Moral

EducationNote* The study of science is introduced in Primary One (children aged seven onwards)

1. English language2. Chinese, Malay and Tamil

languages (known as CMT) 3. Mathematics. 4. Music,Art and crafts;5. Civics and Moral Education

(CME) and 6. Physical EducationNote* The study of science is introduced in Primary Three (children aged eight/nine onwards)

2

3

4 1. Malay Language2. English Language3. Mathematics4. Science5. Islamic/Moral

Education6. Music Education7. Physical Education,8. Arts9. Living Skills10. Civic and Citizenship

Education And 11. Local Study.

5 1. English;2. Chinese, Malay or Tamil;

CMT3. Mathematics4. Science5. Social studies6. Art and crafts7. music8. Physical Education (PE); and9. Civics And Moral Education

(CME).

6

Requirement to enter teacher preparation programmes in Malaysia and Singapore

Malaysia 1. Pass the pre-

requisite teaching programme examination conducted by the IPG

Singapore 1. Pass GCE “A”

level with certain requirements or

2. Pass Diploma in International Baccalaureate

Programmes offered in Malaysia and Singapore

IPG/ITE Bachelor of

Teaching (Arts/Primary Science Education)-example:

B.Tch[Primary Science]

NIEBachelor of

Arts/Science (Education) –example

(B.A[Ed]/B.Sc[Ed]

CURRICULUM: It is essential that the curriculum prepares the trainee-teachers both in content knowledge as well as in the educational practices Subahan (1999), Below (2012), Sahlbergh (2011)

ITE (a) Compulsory Course

(17%) (b) Professional study

(20%) (c) Majoring Course

(34%) (d) Elective Course

(18%) (e) Practicum and

Professional Practice (11%)

NIE (a) Education studies

(20%)

(b) Curriculum studies (50%)

(c) Practicum(25%)

(d) Language Enhancement and academic discourse skills(05%)

Year 1:Curriculum structure for BSc.Ed (General Primary) in ITE and NIE

CATEGORY ITE NIE

Compulsory Course/ Education Studies

Asia and Islamic civilisation Co-curricular management English Language Proficiency I English Language Proficiency

II Malay Language Literacy Numerical Literacy Co-curriculum : Games

Critical Perspective On Education

Theories and Applications for Learning and Teaching

ICT for meaningful Learning

Language Subject Academic Discourse Skills

Major Subject/ Academic subject Life and Living Processes Children Learning in Science Exploring materials Curriculum and Pedagogy for

Primary Science

AS1 Subject; Select one subject either: Biology, Chemistry, Mathematics or Physics

Elective course/ Curriculum studies

Elective I-PE Physical Education Basic

Movement

Professional study Philosophy and Education in Malaysia

Children Development Behaviour and Classroom

Management

Year 2:Curriculum structure for BSc.Ed (General Primary) in ITE and NIE

CATEGORY IPG NIECompulsory Course/ Education Studies

Ethnic Relationship Arts in Education Co-curricular – Uniform Unit I Co-curricular – Uniform Unit II

Social Context of Teaching and Learning

Language Subject Communication Skills for

Teachers

Major Subject/ Academic subject Physics in Context Working and Thinking

Scientifically Ecosystem and Biodiversity Planning and teaching Primary

science

AS1 Subject; Select one subject either Biology, Chemistry, Mathematics or Physics

Elective course/ Curriculum studies

Elective I-PE Curriculum and Pedagogy for

Physical Education Anatomy and PhysiologyElective II-BM Primary School Bahasa Melayu

Curriculum Study Primary School Bahasa Melayu

Teaching Method

Select any 3 curriculum Studies areas- arts, English Language, Maths, Music, science, social studies. Curriculum And Pedagogy

For Primary Science

Professional study /subject

knowledge

Technology in Teaching and Learning

Select any 3 curriculum studies areas English Language , Maths, Music, science, social studies Topics in Physical Science

for Primary Science Teaching

Teacher Character Building ProgrammeEarly exposure of the ideal characteristics and qualities of teachers which incorporate the six domains of the BIG curiculum namely; spiritual and teacher-values; knowledgeable and good deeds; accountability and thrustworthy; high level of endurance; sense of freedom ,creative and inovative.

Course Code Title Course Category

No. of credits/duration

Pre-requisites

WAJ3114Teacher Character Building ,TCB I

Core 0 /45 hours

-

WAJ3114Teacher Character Building ,TCB II

Core 0/10 hours

TCB I

WAJ3114Teacher Character Building ,TCB III

Core 0/10 hours TCB 1I

WAJ3114Teacher Character Building ,TCB IV

Core 0/35 hours TCB 1II

WAJ3114Teacher Character Building ,TCB V

Core 0/10 hours TCB IV

WAJ3114Teacher Character Building ,TCB VI

Core 3/10 hours TCB V

Research in Education

IPG’s commitment in research-based teacher education by implementing Action Research I and II are some of the important roles in teacher preparation programmes. The trainee teachers learn to design, conduct and present original action research which is related to science education issues faced during their Teaching Practicum I and II.

This practise is hoped to enhance the critical thinking and problems solving skills among the teaching practitioners.

The action research conducted by IPG trainers is more to improve teachers’ practice in education while the scientific research conducted by NIE trainees is more of a design and innovation in science education.

However in NIE’s perspective this commitment is clearly emphasize in the majoring subject as AS1 subject. The research based on the majoring subject is conducted during the Final Year.

The trainee teachers are exposed to the various stages of research work and to allow them to supervise and facilitate student projects in school and also to enable them to take up higher degree by research in the future.

The objective of this course is to provide them with research experience. In this course, the student teacher will be asked to carry out a short research project, either theoretical or experimental, under the supervision of an academic staff. They will learn how to formulate a research proposal, process of gathering data and the technique of analyzing data to draw proper inferences.

Teaching Practicum

Teacher training is considered to be as a powerful means of professional development for teachers and convenient approach to teacher education (Sharma, 2007).

Title ITE NIE

School Based Experience

Y1: 1 weekY1: 1 weekY2: 1 weekY2: 1 week

Y1 : 2 weeks

Teaching Assistantship

- Y2: 5 weeks

Teaching Practice Y3: 4 weeksY3: 8 weeksY4: 12 weeks

Y3: 5 weeksY4: 10 weeks

Internship Y4: 4 weeks -

Total time spent 32 weeks 22 weeks

Total of unit of the whole programe:

133 credit hours Total of unit: 128 AUs

Conclusion

Education is an effective means for social reconstruction and to a great extent; offers solutions to the problems faced by the society (Almacen, 2010). The teacher education curriculum reformed by the IPG is one of the initiatives done by the Malaysian MoE in order to improve scientific literacy for Malaysian students(PPPM,2013). When the first batch of PISMP graduated from IPGs in 2010 it is hoped that these teachers could upgrade the ranking of Malaysia in PISA and TIMSS internationally.On paper Malaysia is comparatively equivalent to Singapore in the aspect of teachers preparations programme.

Conclusion

More benchmarking to NIE can be done in order to examine how science teachers programme is conducted. Well prepared teachers who are versed in quality instruction and assessment could eliminate most of the issues in science education. Teachers’ strong competence and preparedness are the prerequisites for professional autonomy that makes teaching a valued career.Only passionate and competence professional should be made teaching our Malaysian students.

Questions/Discussions

Q & A

THANK YOU