UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
|
||||||||||||||||||||||||||
| Abstract : Perpustakaan Tuanku Bainun |
| The purpose of the research is to evaluate curriculum coherence of KPLI Moral Education Curriculum in Two Malaysian Teacher Education Colleges. Curriculum coherence is viewed in terms of the continuity between the written curriculum, the supported curriculum, the taught curriculum, the assessed curriculum and the learned curriculum. In order to study curriculum coherence in teacher education there is a need to ground it in a particular teacher education curriculum. For the purpose of the study the Post Graduate Teacher Education Programme (KPLI) Moral Education Secondary School curriculum was chosen as a case study to explore curriculum coherence. This curriculum was designed by the Teacher Education Division (TED) of Ministry of Education and implemented in three Teacher Education Colleges in the year 2005. The study focused on the management and development of the curriculum in two of the Teacher Education Colleges. Since curriculum is process based, it was felt that Stake’s Countenance Model will be appropriate to study curriculum coherence in terms of the three phases – antecedent, transaction and outcomes based on logical contingency and empirical contingency. The coherence was viewed in terms of logical coherence relating to theoretical perspective and empirical coherence which based on actual practice. A multi-method approach involving document analysis, interviews, observations and questionnaire was used to collect data. Both qualitative and quantitative analyses of data were used. Documents, interviews and observation reports were analyzed using qualitative techniques. Whereas, quantitative data obtained from questionnaire were analyzed using simple descriptive statistical procedures employing SYSTAT programme. The findings of the study show that although there is theoretical coherence based on logical contingency, there are gaps in practical coherence based on empirical contingency. The study concludes by exploring possibilities for strengthening curriculum coherence. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |