Science teacher education in Malaysia: challenges and way forward

Siti Nur Diyana Mahmud · Nurfaradilla Mohamad Nasri · Mohd Ali Samsudin · Lilia Halim

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Science Education and Pedagogy Educational Methods and Outcomes Second Language Learning and Teaching

Abstract

This concept paper discussed the development of science teacher education programs in Malaysia. The discussion encompassed the existing policies, practices and issues, arising from the science teacher education. This paper also reviewed some suggestions for the direction in pre-service training and in-service science teacher training. The development of science teacher education is closely related to the development of science education curriculum. The development of the science education curriculum is connected with the socio-economic needs, political demands of the country and the influence of globalization. Science teacher education in Malaysia began with the training provided by British instructors, which was known as British curriculum. British curriculum was adopted in Malaysia after the independence of Malaya in 1957. In the 1980s, the medium of instruction for science teacher training was changed to Malay. Nevertheless, in 2003, pre-service and in-service science teachers were trained to teach Science in English due to the established policy of Science and Mathematics teaching in English. In 2012, the policy of teaching Science and Mathematics in English was terminated. Subsequently, the medium of instruction in Science was reverted to Malay. Today, the science teachers at the secondary school are trained in the universities, whereas the science teachers at the primary school are trained in Institute of Teacher Education. Meanwhile, the objective of the in-service science teacher training is to give the teachers an insight into any changes in the implemented science curriculum. The science teachers are required to conduct teaching integrating Science, Technology, Engineering and Mathematics (STEM). In addition, science teachers in the selected schools are required to teach Science in English under the Dual Language Programs (DLP).

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2016A conceptual framework for integrated STEM education 2005Teachers’ attitudes toward information and communication technologies: the case of Syrian EFL teachers 2015The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science 2016A Meta-Analysis on Effective Strategies for Integrated STEM Education 2013Closing the Gap Between Attitudes and Perceptions About ICT-Enhanced Learning Among Pre-service STEM Teachers 2017Teachers Challenges in Teaching and Learning for Higher Order Thinking Skills (HOTS) in Primary School 2014TEACHER READINESS ON ICT INTEGRATION IN TEACHING-LEARNING: A MALAYSIAN CASE STUDY 2017Integration of STEM Education in Malaysia and Why to STEAM

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