Teacher Professional Development in Malaysia : Issues and Challenges

Abstract

Educational systems around the world have been experiencing changes and reforms. Stepping into the new millennium, many societies around the world are engaging in serious and promising educational reforms. This has also occurred in the field of teacher professional development, which has been changing so rapidly and frequently all around the world. It has been acknowledged that teachers are not only one of the ‘variables’ that need to be changed in order to improve the educational system but are also the most significant agents in this reform. This dual role of teachers as the subjects and objects of change has made the field of teacher professional development a growing and challenging area in this era. Teachers in today’s world are under a growing pressure to perform. Higher expectations and greater needs now pressure the teachers to perform effectively in classroom. It all comes down to quality teachers who are the determinants of student achievement. Even the most prepared and genuinely qualified teacher still has a great deal to learn when they begin to teach. Hence it is vitally essential that teachers are well prepared when they begin to teach and they continue to improve their knowledge and skills throughout their careers. With globalization, professional teacher development has become an increasingly challenging task for Malaysia’s younger generation for Malaysia’s younger generation which has a higher set of values and greater expectations from life. With the growing needs and expectations of the society, teachers are not only expected and seen as imparters of knowledge but also to shoulder the responsibility of moulding and shaping a better citizenry. Based on this scenario, the Malaysian Ministry of Education constantly encourages her teachers to pursue courses in critical and relevant areas by offering remuneration packages and potential promotions.

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