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The Level of Teaching Knowledge Preschool Teachers in Malaysia
Abdul Halim Masnan,Nur Ellina Anthony,Nur Arifah Syahindah Zainudin 환태평양유아교육연구학회 2019 Asia-Pacific journal of research in early childhoo Vol.13 No.2
A quality teaching model includes elements such as teaching knowledge, skills, and attitudes. This study seeks to discover the level of teaching knowledge of preschool teachers. The methodology of the study is a qualitative methods using case study. The instruments used were interviews and document analysis while the respondents who received excellent teaching awards were identified using purposive sampling. The two excellent preschool teachers were interviewed. Results of the study found that the knowledge of the teachers was found to increase through their experience and adopted various methods of teaching to help the children understand the learning. An appropriate teaching method was used to capture and retain the children’s attention as well as improve their ranking and achievement. Overall, preschool teachers are aware that the method of teaching plays an important role in the teaching and learning process.
Hafsah Taha,Zahyah Hanafi,Masayu Dzainudin,Mohd Mokhzani Ibrahim,Asmayati Yahaya,Che Nidzam Che Ahmad,Abdul Halim Masnan,Saipolbarin Ramli,Rosfizah Md Taib,Mazlina Che Mustafa,Sopia Md Yassin,Mohammad The Pacific Early Childhood Education Research Ass 2020 Asia-Pacific journal of research in early childhoo Vol.14 No.3
Upon realising the importance of early childhood education for the nation’s development, Malaysian government began to enhance the quality of the ECCE curriculum through policies and legislation. Such developments are evident in the government agenda and several initiatives, including the National Key Result Areas (NKRA) in the 11th Malaysia Plan, the Government Transformation Programme (GTP) and the Education Blueprint 2013-2025. The quality of the ECCE curriculum in Malaysia has not yet received the required attention, as the focus continues to remain largely on achieving quantitative academic targets. This qualitative study examined educationists’ perspectives on the quality of current Malaysian Early Childcare and Childhood Education (ECCE) curriculum. The study employed a semi-structured interview protocols to probe the views from 11 Malaysian educationists. It concludes that educationists believe the documented Malaysian ECCE curriculum today is already aligned with the holistic child development philosophy, but the country may need a higher impact programs of teacher education and training, to produce qualified and competent teachers who would implement the curriculum effectively.