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Maria Aurora Correa Bernardo Suseela Malakolunthu 《International Journal of Educational Development》2013
The study explored the culturally inclusive behavior of Filipino teachers using information culled from interviews of six Filipino teachers in international schools on their perception of international education, and how it translates into their pedagogy. The findings of the study reveal inherent patterns of behavior the teachers manifest in handling a multicultural classroom, the factors that affect them as well as the unique dynamics that play out in the interactivity between teachers from a developing country and foreign students from a more economically affluent nation. The study brings to the fore an underlying challenge in the handling of international education by non-western developing countries such as the Philippines and at the same time contributes further to the context of established theories on international education such as the Diversity Pedagogy Theory of Sheets (2005). 相似文献
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The paper reports on a collaborative learning project coded as the teacher inquiry community that was carried out over a year in a private higher education institution to improve the professional capability of language-based subject teachers. Nine teachers completed the project all of whom were females and shared work experience of 2–29 years. Six of them held some form of qualification in education, and all except for one possessed at least a basic degree in some field. The study focused on three questions namely teacher benefits, impact of practice, and application of solutions. Findings revealed that the former two questions were well substantiated for most teachers, but the same thing could not be said of the third. While a number of senior teachers benefitted at the level of classroom implementation, the others explained away their inability to incorporate new ideas in their teaching. Individual characteristics and personality, and culture seemed to make a difference. However, the study concluded that the collaborative learning model could serve as a viable mechanism for the teachers’ professional development. 相似文献
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The 1969 racial riot in Kuala Lumpur served as a historical landmark in the development of Malaysian education, as it raised concerns about the state of national unity in the country. Subsequently, education was coupled with the socioeconomic restructuring of Malaysian society in line with the New Economic Policy (NEP) that commenced in 1970. However, the changes delivered under the NEP also deepened the natural divides in a multiracial society. Conditions became more challenging in the face of globalization and the need for continued economic development. In the past decade, specific policies have been put forth to foster racial unity at the school level, including the Vision School, the Student Integration Plan for Unity, and Civic and Citizenship Education. But it is becoming obvious that they will produce positive results only if a concerted effort is made to incorporate inclusivity and multiculturalism into the national education agenda. 相似文献
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This paper describes a qualitative case study that investigated the underlying issues in implementing school-based teacher evaluation practices in four Malaysian primary schools. The participants of the study comprised eight school administrators and sixteen teachers. Data obtained through interviews, observations, and document reviews were analyzed using the constant comparative method. The analysis captured four thematic constructs as key aspects of the school-based teacher evaluation system, namely: policy direction, evaluation methods, instruments, and utilization of evaluation results. The paper recommends revamping of the existing school-based teacher evaluation system along the emergent constructs identified in the study. 相似文献
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Suseela Malakolunthu 《Educational Research for Policy and Practice》2009,8(2):123-134
In the multiracial Malaysian society, a new school redesign model called “Vision School” has been initiated as yet another
measure to foster racial harmony. In this model, the ethnicity-based schools with the medium of instruction in the respective
native languages are located within a common compound to share common facilities and jointly organize select school events.
Conceptually, the Vision School model can be argued as a viable avenue for fostering racial unity. However, on the ground,
the strategies and planned activities seem to be inadequate, simplistic, and unproductive. A qualitative investigation of
a high-profile Vision School indicated that the goal of racial integration/harmonization is far from happening for the approach
taken to implement the Vision School is fallacious with the shortfall in the policy formulation and execution stages. It provided
evidence that the policy cycle, policy instruments, and critical action domains need to be coherently and sequentially aligned
for success. 相似文献
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