9 research outputs found
The Intentions to Continue Teaching Civics and Citizenship Education (CCE) among CCE Teachers in Malaysian Secondary Schools
No full textCivics and Citizenship education (CCE) was re-introduced into the Malaysian curriculum in 2005 after 20 years’ absence from the curriculum. CCE teachers have significant roles in ensuring the success of the implementation of CCE. This study examines factors that either enable or inhibit CCE teachers to continue teaching CCE, and teach it in suggested by the Malaysian Ministry of Education (MoE). It does this by utilising the Theory of Planned Behaviour (TPB). This theory explains that behaviour (teaching CCE) is influenced by teachers’ intentions to continue teaching CCE, which are in turn is predicted respectively by their relevant attitudes towards the teaching of CCE, their perceptions of others’ views about them teaching CCE (subjective norms) and their perceptions of their ability to teach CCE (perceived behavioural control). It also suggest that some indirect elements predict behaviour and identify, teachers’ perceptions of the consequences of their teaching of CCE (behavioural beliefs), beliefs of the importance attributed by others to their teaching of CCE (normative beliefs) and finally their perceptions of factors that facilitate or impede their successful teaching of CCE (control beliefs).These components of the TPB were assessed by a survey completed by 133 teachers, and semi structured interviews with 11 teachers. Although these variables are correlated, perceived behavioural control, attitudes, normative beliefs, control beliefs (CCE training, students’ participation and CCE content knowledge), and years teaching CCE were found to be significant predicators of whether or not teachers intend to continue teaching CCE. The communicative teaching style suggested by MoE was more likely to be implemented by teachers with stronger subjective norms and greater CCE content knowledge. Inhibiting factors included unfavourable attitudes towards teaching CCE, a lack of teacher and teaching support, and the subject not being tested. The results of this study have strong implications for teachers’ need for empowerment in CCE via the provision of teaching and teacher support to increase the status of CCE among teachers and students By demonstrating the significance of these factors, this study recommends enhancing CCE teachers’ perceived behavioural control, positive attitudes towards teaching CCE, and supporting them with training, professional development, and resourceful textbooks.. More research is needed to view the perspectives of others (policy makers, the school administrations, students, parents and the community). Through its use of a theoretical and statistical modelling approach, the current study represents an initial step towards a deeper understanding of the teaching CCE in Malaysia.Submission note: A thesis submitted in total fulfilment of the requirements of Degree of Doctor of Philosophy to the School of Education, College of Arts, Social Sciences and Commerce, La Trobe University, Melbourne
The Intentions to Continue Teaching Civics and Citizenship Education (CCE) among CCE Teachers in Malaysian Secondary Schools
No full textCivics and Citizenship education (CCE) was re-introduced into the Malaysian curriculum in 2005 after 20 years’ absence from the curriculum. CCE teachers have significant roles in ensuring the success of the implementation of CCE. This study examines factors that either enable or inhibit CCE teachers to continue teaching CCE, and teach it in suggested by the Malaysian Ministry of Education (MoE). It does this by utilising the Theory of Planned Behaviour (TPB). This theory explains that behaviour (teaching CCE) is influenced by teachers’ intentions to continue teaching CCE, which are in turn is predicted respectively by their relevant attitudes towards the teaching of CCE, their perceptions of others’ views about them teaching CCE (subjective norms) and their perceptions of their ability to teach CCE (perceived behavioural control). It also suggest that some indirect elements predict behaviour and identify, teachers’ perceptions of the consequences of their teaching of CCE (behavioural beliefs), beliefs of the importance attributed by others to their teaching of CCE (normative beliefs) and finally their perceptions of factors that facilitate or impede their successful teaching of CCE (control beliefs).These components of the TPB were assessed by a survey completed by 133 teachers, and semi structured interviews with 11 teachers. Although these variables are correlated, perceived behavioural control, attitudes, normative beliefs, control beliefs (CCE training, students’ participation and CCE content knowledge), and years teaching CCE were found to be significant predicators of whether or not teachers intend to continue teaching CCE. The communicative teaching style suggested by MoE was more likely to be implemented by teachers with stronger subjective norms and greater CCE content knowledge. Inhibiting factors included unfavourable attitudes towards teaching CCE, a lack of teacher and teaching support, and the subject not being tested. The results of this study have strong implications for teachers’ need for empowerment in CCE via the provision of teaching and teacher support to increase the status of CCE among teachers and students By demonstrating the significance of these factors, this study recommends enhancing CCE teachers’ perceived behavioural control, positive attitudes towards teaching CCE, and supporting them with training, professional development, and resourceful textbooks.. More research is needed to view the perspectives of others (policy makers, the school administrations, students, parents and the community). Through its use of a theoretical and statistical modelling approach, the current study represents an initial step towards a deeper understanding of the teaching CCE in Malaysia.Submission note: A thesis submitted in total fulfilment of the requirements of Degree of Doctor of Philosophy to the School of Education, College of Arts, Social Sciences and Commerce, La Trobe University, Melbourne
Personality As Extralinguistic Factor That Influences Second Language Learning Among Foreign Students
Get PDFThe researchers conducted this study to determine the relationship between second language extralinguistic factors with Malay achievement among foreign students at
five universities in Malaysia. The researchers were interested to address colour personality as extralinguistic factor that influences second language learning among foreign students at universities in Malaysia. The findings showed that foreign students‟
personality was influenced by green, red and yellow which indicated that they are willing to do anything to succeed and acquire the second language. The sample of this
study comprises 150 students from 27 countries. They took Malay as a foreign language at Putra University of Malaysia (UPM), National University of Malaysia
(UKM), University of Malaya (UM), University of Technology Malaysia (UTM) and University of Science Malaysia (USM)
The Application Study of Engineering and Science Issues Test in China’s Postgraduate Engineering Ethics Course
Get PDFIn China, many universities have realized that they need to increase the weight of ethics education. Using Engineering and Science Issues Test as a measurement tool, this paper conducts a quasi-experimental study on the teaching effect of the “Scientific Ethics and Academic Integrity” course. Engineering ethics education has a significant positive effect on postgraduates’ moral judgment and awareness. There are statistically significant differences in scores between work experience and domicile. Teaching science and engineering ethics courses is an effective way to improve students’ ethical judgment and awareness. Curriculum contents can be adjusted appropriately for students with different domicile and working backgrounds
Research on moral reasoning applicable to the education of pre-service teachers: a systematic literature review
No full textThere is little data on the effectiveness of educational interventions in enhancing the moral reasoning of pre-service teachers. Pre-service teachers’ moral reasoning is being called upon to address these challenges in future teaching positions due to the current concerns about school violence, high-risk behaviors, student personalization, and rising moral dilemmas. To promote moral thinking and personal growth in higher education, pre-service teachers need a better quality moral education. To that purpose, this study conducts a systematic literature review (SLR) on 60 articles to investigate the research trends of teachers’ moral reasoning by looking for relevant publications from 2012 to 2022 in reputable journals listed by the Social Sciences Citation Index (SSCI) and Science Citation Index Expanded from the Web of Science (WOS) database, Scopus as well as ERIC databases. Accordingly, moral reasoning education theories bases and strategies are reported, and possible research subjects for further study are suggested
The importance of international mindedness in promoting intercultural communication within international schools
Get PDFThe globalization has led to an increasing number of international schools worldwide, comprising individuals from diverse cultures. This trend presented numerous multicultural challenges, particularly for those who experience difficulties adapting to multicultural environments. International mindedness (IM) is a crucial aspect of the international baccalaureate (IB) curriculum, playing a significant role in promoting intercultural communication at international schools. This study aimed to explore the significance of IM in fostering intercultural communication, with a specific focus on five teachers in the middle year program (MYP) of two IB schools using a phenomenological approach. Data collection was conducted through semi-structured interviews, and the study employed thematic analysis to address research questions systematically. The findings revealed that participants recognize several elements of IM, including open-mindedness, acceptance of different cultures, empathy, and tolerance. Teachers were identified as vital in developing IM, necessitating them to be respected figures accepted by students and to provide effective teaching strategies. The study highlighted the importance of self-awareness and adaptability skills for teachers in fostering intercultural interactions. A cultural training program can be recommended for developing teachers’ IM, particularly to enhance teachers’ knowledge and perspectives in promoting intercultural communications
Educational Analysis to Develop Character in Malaysia and Indonesia
No full textThis study aims to describe character development in elementary schools in Malaysia and Indonesia. The research method used is a qualitative method with a literature study design. The data collected in this study is about government policies regarding Character Education contained in the Curriculum Structure and supporting policies in the two countries. Analysis of the data used is content analysis. Data analysis was carried out qualitatively through the process of description, reduction, categorization, and interpretation. The results show that Indonesia and Malaysia have a strong commitment to developing education. Character education is developed in elementary schools or low schools through school textbooks, lesson plans, examples, and the existence of certain subjects, such as civic education and religious subjects. The conclusion obtained about the similarities is that character development is carried out under the auspices of the ministry of education and the method used is through textbooks and learning examples. The difference is, in Indonesia character has been directly included in the lesson plans and developed in all subjects, but there are two special subjects that are intended to shape students' attitudes and character. while in Malaysia character development is implemented in Islamic Education and Moral Education subjects as well as embedded in other subjects like Malay Language, English Language and History Education
The relationship between perceived teacher relatedness-support behavior (RSB) and learning motivation of dancesport students in universities
No full textAbstract The motivational process of physical education (PE) in schools is significantly influenced by social factors, as demonstrated by a number of research based on self-determination theory (SDT). As a proximal factor affecting students’ learning motivation, the relatedness support of dancesport teachers plays a key role in promoting the learning motivation and sustainable development of dancesport students. This research aims to test the validity of the second-order model of perceived teacher relatedness support behavior (RSB) and investigate how students’ perceptions of their professional teachers directly or indirectly predicted their motivation to learn dancesport. To validate the relationship between the higher-order model and perceived teacher RSB among dancesport majors, this study used the structural equation modeling method for validation and 302 undergraduates majoring in dancesport participated in this investigation. The results showed that students’ perceived teacher relatedness support was positively related to intrinsic, integrated, identified, and introjected regulations during dancesport learning and negatively related to external regulation and amotivation. These findings revealed the importance of teacher RSB in dancesport. And this study provides a practical reference for improving the teaching effectiveness of dancesport in universities, promoting harmonious teacher-student relationships, and inspiring students’ learning motivation in dancesport. At the same time, it also lays a research foundation for the reform of dancesport teaching in universities and the system of dancesport talent training programs
Intercultural Virtual Exchange as An Alternative to Develop Global Citizenship: A Review of Weaknesses and Effectiveness
Get PDFOnline interaction exchange and intercultural issues have developed rapidly in the last century. As part of global citizenships, nations have several ways to build transnationalism, which can be seen in many countries collaborating, including in global education. The online interaction exchange has been mentioned as telecollaboration (Guth, S.,& Thomas, M, 2010; Belz, 2002; O’Dowd, 2018), e-tandem or tele-tandem (O’Rourke, 2007), Virtual Exchange (Lenkaitis, 2020, 2022), and intercultural virtual exchange (Dooly, M., 2021) is a part of the digital transformation of education. Parallel learners that consist of students and teachers from different countries and cultural backgrounds are integrated into one line through synchronous and asynchronous media (Belz, 2003; Dooly, 2017; O’Dowd, 2018; Lenkaitis, 2022). This article begins by reviewing intercultural virtual exchange (IVE) to develop global citizenship and analyzing the effectiveness and the weaknesses of IVE through several previous studies. Global citizenship is defined as acceptance, awareness, and sympathy for cultural differences while socializing universal values and sustainability integrated with others. However, several studies found that IVE has often been criticized for failing to produce the intended learning outcomes (O’Dowd, 2018), artificial and based on phatic interaction between students who lack curiosity about other cultures (Kramsch, 2014), and unconducive to genuine interaction and learning (Hanna & de Nooy, 2009). Compared with this, the effectiveness of IVE showed that learners could engage in authentic interaction with native speakers or with learners from other countries (O’Dowd, 2018), to give them first-hand experience of real intercultural communication (Hanna and de Nooy, 2009), and to gain global awareness development (Lenkaitis, 2018).Keywords: Intercultural Virtual Exchange (IVE), Global citizenship, parallel learners, universal value
