Kajian ini bertujuan membangunkan modul pembelajaran berasaskan projek (M-BMC) dan mengkaji kesannya terhadap pencapaian topik Kanvas Model Perniagaan. Kajian ini terdiri daripada dua fasa iaitu fasa pembangunan modul dan fasa menilai kesan modul. Reka bentuk kajian pembangunan digunakan dalam fasa pertama manakala reka bentuk kuasi eksperimen digunakan dalam fasa kedua. Modul Pembelajaran Berasaskan Projek (M-BMC) dibangunkan dengan model Dick dan Reiser (1996) mengintegrasikan Model Pembangunan Modul Sidek serta Teori Konstruktivisme dan Teori Pembelajaran Bermakna. Kesahan modul dinilai oleh sembilan pakar menggunakan dua instrumen iaitu soal selidik kesahan modul dan soal selidik kesahan aktiviti modul dan Nilai kebolehpercayaan modul (Cronbach_s Alpha = 0.710 _ 0.898) diperoleh melalui kajian rintis. Pada fasa kedua melibatkan 91 orang pelajar Kolej Vokasional Pertanian yang diagih kepada kumpulan kawalan (n = 35) dan rawatan (n = 56). Instrumen yang digunakan ujian pencapaian top.....

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The focus of this article is the Critical Reflection Profile (CRP) and Guidelines which have recently been developed at Universiti Pendidikan Sultan Idris, Malaysia (UPSI). The revised Malaysian national curriculum has a new focus on critical and creative thinking. There is an opportunity to introduce critical reflection - and teacher action research - into the day-to-day practice of teachers and school leaders in Malaysia. This coincides with changes in legislation that have somewhat destabilized the school system, for example ending the teaching of mathematics and science through the medium of English. At this time of rapid change, UPSI, as one of the major providers of teacher education in Malaysia, has an important role to play in improving the quality of teacher education with consequent improvements in the quality of teaching and learning in schools. Over the last decade, UPSI has built up a vibrant tradition of action research in partnership with local schools in the State of Pe.....

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Research on teacher quality is derived from a Western model of education that is obsessed with student achievement. Often comparisons with student achievement in East Asian societies leave Western policymakers asking: _why aren_t our students as good as theirs?_ The answer is often that improvements in teacher quality are the key variable in enhancing student achievement and much policy effort is spent on identifying the links between the two variables. Qualifications, licensing arrangements, teacher education, salary incentives, instructional style and teacher efficacy have all been nominated as likely ingredients in this elusive construct of _teacher quality_. Keywords: policy; teachers; quality; culture..

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Teacher learning and continuous teacher professional development have become important topics in educational research in view of the ongoing pressure for change in education. It is all the more important because educational reforms require both changes in teachers_ ways of thinking about student learning and changes in their teaching practices. (Meirink, J.A., Imants, J., Meijer P.C. & Verloop, N., 2010)...

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Singapore`s limited resources and need for extensive international engagement have privileged human capital development and thus made education a high policy priority to ensure its responsiveness and relevance. In three decades Singapore unified a fragmented teaching force, set high benchmarks for recruitment, preparation, deployment, and career development. Singapore`s present well-deserved reputation for educational quality, as represented in various international assessments of student achievement, can fairly be attributed to the quality of its teachers. Recognising the opportunities and challenges presented by globalisation, Singapore is seeking to transform its education system from an efficient, industrial era model into one more appropriate for the knowledge-economy. Major reforms are seeking to create more responsiveness to a variety of student needs, abilities and aspirations. There is now much more choice and multiple pathways, curriculum has been broadened, and assessment re.....

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In order to address the crisis facing teacher education, the paper articulates a need to think differently about knowledge construction, curriculum design and implementation and the implications for teacher preparation. Further the focus on innovative pedagogies and learning engagement more closely aligned to new age learners, is argued as central to the reconstruction of teacher education programs away from a traditional focus on pre-determined content and regulated practices. This paper calls on the profession of teacher educators to differentiate on how we think about ourselves as knowledge workers for new times; to decide whether the current learning spaces of the academy are appropriate and whether our current role and positioning as academic lecturers is in need of reinvention. As a matter of urgency teacher educators must rethink the ways in which they design curriculum programs for teacher preparation before they are replaced by larger forces. In short teacher educators are cal.....

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Teacher competence is recognised as an important requisite to improve students_ academic performance and their experiences of schooling. The current strategy in Malaysia to improve this competency and outcomes of education culminated in the articulation of the Standard Guru Malaysia or the Malaysian Teacher Standards (MTS). Introduced in December 2009, the MTS is to establish high teaching standards and sets out to recognise accomplished teaching among the teaching profession. Although proponents of the standards have welcomed its introduction, this article argues that the MTS poses significant challenges for teacher educators as they set out to train new teachers to begin teaching in ways that are congruent to the standards. The article claims that the new MTS represent the standards towards which teacher educators must now aim for. In fact, this is an intentional element embedded in the MTS. The Malaysian government hopes that by initiating standards by which teachers are to be appra.....

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Starting with a brief overview of the history of teacher education development in China, this paper aims to shed light on a few major positive characteristics in the reform and change of teacher education in China occurred in the past decade. These include changing role of the central government, innovations in curriculum and instruction in pre-service teacher education and strengthening of in-service teacher development. Challenges and issues faced by the reform and development of teacher education in China will be discussed in the final part of the paper together with a brief discussion on directions for the future. Key words: China, Pre- and In-service Teacher Education, Reform and Innovation, Role of the Central Government, Curriculum and Instruction..

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This paper aims to discuss teacher education in Japan. In pre-service education, the curriculum at the Bachelor_s degree level has shifted more to an approach that emphasizes reflective practices. Professional schools of teacher education, which have recently been established for the Master_s degree level, are supposed to function as a practical course of education, but it is still very unclear how they are different from the existing graduate schools of education. In the domain of in-service training, a teacher license renewal system was recently introduced, but it does not seem to be meaningful because of its cost. Instead of the introduction of license renewal system, it is more efficient and effective for teachers to be united and involved in reforming themselves at every school level in order to create secure learning spaces and communities inside the schools. Keywords: Teacher education reform; pre-service education; professional schools of teacher education; teacher license ren.....

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This study aims to evaluate the implementation of online reading course at Universiti Muhammadiyah Malang (UMM), by identifying authentic online reading assessment approaches and measuring students_ attitudes towards reading course during online learning. This study employs a mixed-method approach. In qualitative phase, document analysis of course guidelines and observations of six Foreign Language for Specific Purposes (FLSP) instructors during online teaching were conducted using a thematic approach. This was followed by a quantitative phase, where a Learning Assessment questionnaire containing six dimensions (planning, teaching and learning, student engagement, course assignments, and course explanation) was distributed to 170 students to measure their attitudes, with acceptability criteria between 0.6 and 0.79. The findings show that performance-based assessment is the main authentic assessment approach implemented by FLSP instructors, as evidenced through the analysis of course gu.....

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