Scaffolding students\u27 learning in EME150 introduction to learners and learning theory : on looking back

This is a reflective article on the importance scaffolding in the EME 150 unit taught in collaboration with Deakin University Australia. Being the first unit introduced in the second semester of the first academic year, students were given a lot of support to enhance their understanding and learning since this curriculum was solely developed by Deakin University and introduced for the first time in teachers education curriculum. The scaffolding tools discussed in this article enabled students to a) establish deep learning of the theory. b) engage in collaborative and engaged learning which established good ethical relations between students c) transfer learning by applying theory into practice.<br /

Primary Teacher Education In Malaysia

In Malaysia the training of primary school teachers is solely carried out by teacher training institutes which offer the Bachelor of Teaching with Honors (Primary education) program and was first launched in 2007. This program prepares primary school teachers specializing in various subjects or major and is carried out in 27 teacher training institutes. The main aim of this program is to produce quality primary school teachers in terms of knowledge, skills and professional competencies in their respective subjects and in line with the National Philosophy of Education. After a span of five years, has this Bachelor of Teaching program achieve its learning outcomes outlined? Thus this study intends to evaluate this primary teacher education program by focusing on the achievement of learning outcomes (LO) of this four years program. The sample involved in this study is a group of 106 final year student teachers who have completed their 8th semester of study. A questionnaire was administered to check the extent of the learning outcomes being achieved. This questionnaire was developed based on the eight main learning outcomes of this Bachelor of Teaching program. The question items were written individually by referring to the sub outcomes of each main LO. Thus this studys main objectives are to find out to what extent the overall LO was achieved and also to determine the importance of each LO. The results would serve as guidelines for the teaching staff to further improve their teaching practices and guidance given to students in the future

Pages: 191-195 To Cite This Article: Chin Phoi Ching, PHd., Assessing Hots Through Case-Based Approach In Teacher Training

With the Malaysia Education Blueprint (2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020)(2021)(2022)(2023)(2024)(2025), educators in Malaysia are facing increasing challenges to help prepare our students for a full and productive life in this 21 st century. Today&quot;s students must be able to communicate and collaborate, research ideas, collect, analyze and synthesize information. To help develop these higher-order skills, students need to participate in complex, meaningful tasks that require active engagement, collaboration, research and problem solve. One way of achieving this higher order learning is for educators to develop and implement case-based approach (CBA) in classroom learning. This approach to learning and instruction also helps to promote student-centered, small group, interactive and authentic learning experiences, instead of large group, didactic, lecturer-centered instruction. This paper relates a study of questions posing by Bachelor of Teaching semester 8 student teachers from five case scenarios given. Students were asked to compose as many questions as possible from the cases. These questions were analyzed according to the levels of complexity found in Bloom&quot;s taxonomy. Students were divided into high and moderate achievers and the number and level of questions composed were compared between this two group of students. The finding showed that the high achievers not only composed more questions, they also composed more higher level of questions