Feedback on the 3Es (Engages, Empowers and Emancipates) teacher education curriculum validation process

Lee, Jeffrey Low Fook

Abstract

This paper discusses the feedback provided by various stakeholders and agencies on the validation of the 3E Teacher Education Curriculum proposed for the development of a Teacher Education Model in Malaysia. A qualitative approach was used to analyse the feedback given on the validation process. The feedback was based on face to face interview and feedback form. Thirty two stakeholders and agencies related to teacher education participated in the project on four different occasions. The responses were categorised into several themes and categories. The findings showed that the curriculum validation is a constructive process in assuring quality curriculum development and the insights provided helped to shape a more concrete teacher education curriculum which is holistic, balanced, current and sustainable. This study implicates the need for a curriculum validation process in any curriculum development prior to its implementation

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