UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| This research aims to identify the gaps in teacher education programs for the preservice
teacher in teaching Chinese as a second language (TCSL) in Malaysia. With
the library research adopted in this study, a documentary study was applied, the
curriculum structures of two TCSL programs namely the Bachelor Degree in
Education (Chinese Language Education for Primary School-PISMP-SK) offered by
IPGM (Institute of Teacher Education Malaysia) and Bachelor Degree in Teaching
Chinese as a Second Language (TCSLB) which is offered in Beijing Foreign Studies
University, China (BFSU) were obtained officially. The structures of these curriculum
and their contents are examined, compared and analyzed. The results show that gaps
are identified:(i) in the major area of the key components of PISMPSK and TCSLB;
TCSLB consists of three components with a total of 150 credit hours: the core
courses, elective core courses and professionalism practices; PISMP-SK consists of
six components with a total of 133 credit hours, besides the 3 components included in
the TCSLB curriculum, there are general courses, educational courses and open
elective courses. (ii) a gap is identified in the allocation of credit hours for core course
component for both programs, TCSLB allocated 126 credit hours (84%) of the total
credit hours, consists of 15 courses as compared to PISMP-SK only allocated 48
credit hours (36.1%), for 17 courses.(iii) professional practices which is vital to
provide authentic teaching experience to pre-service teachers, there are only 2 credit
hours (1.3%) allocated in TCSLB while PISMP-SK allocated 16 credit hours (12%).
The findings indicated that the emphasis of these programs are entirely different and
serve different purposes which then might arouse concerns that needed further study
to identify the effects of these gaps to the teaching quality. It is clear that the TSCLB
has designed a curriculum that ensures the pre-service teachers to learn and master the
language skills through the core courses. On the other hand, PISMP-SK portrays a
well-balanced curriculum that provides theory and authentic practical experiences to
the pre-service teachers with the educational courses and professional practices added
with the subject related courses like literature and linguistics. The study suggests that
the relationships in the curriculum designs and the assertiveness of the pre-service
teachers might be a vital aspect to study in order to ensure a more sustainable program
to prepare our future TCSL teachers. |
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