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        Using action, reflection and modelling (ARM) in Malaysian primary schools: connecting 'the ARM theory' with student teachers' reported practice

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        Author
        Dickerson, Claire
        Jarvis, Joy
        Levy, Roger
        Thomas, Kit
        Attention
        2299/17269
        Abstract
        This article presents Malaysian student teachers' reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support the implementation of the Malaysian primary school mathematics curriculum, which involved changing classroom practice in learning and teaching. It was developed and used during a Malaysia-UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics for a cohort of 120 student teachers in Malaysia. The three principles integral to the ARM approach were repeatedly made explicit to the student practitioners who were engaged in learning and teaching on the new degree programme. Using findings from surveys carried out with the students at the end of their first and final placements, this article provides examples of the way some of them described ARM and recounted how they had used the approach in the classroom. Four of these narratives are used as 'vignettes' to illustrate the students' perceptions of using new ways of learning and teaching in primary schools and to inform and enable a discussion of the relationship between theory and practice in teacher education.
        Publication date
        2017-05-19
        Published in
        Teachers and teaching: theory and practice
        Published version
        https://doi.org/10.1080/13540602.2016.1211101
        Other links
        http://hdl.handle.net/2299/17269
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        School of Education
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