dc.contributor.author | Dickerson, Claire | |
dc.contributor.author | Thomas, Kit | |
dc.contributor.author | Jarvis, Joy | |
dc.contributor.author | Levy, Roger | |
dc.date.accessioned | 2018-03-21T18:27:28Z | |
dc.date.available | 2018-03-21T18:27:28Z | |
dc.date.issued | 2018-03-15 | |
dc.identifier.citation | Dickerson , C , Thomas , K , Jarvis , J & Levy , R 2018 , ' Changing practice in Malaysian primary schools: learning from student teachers’ reports of using action, reflection and modelling (ARM) ' , Journal of Education for Teaching , vol. 44 , no. 2 , pp. 194-211 . https://doi.org/10.1080/02607476.2018.1433468 | |
dc.identifier.issn | 1360-0540 | |
dc.identifier.uri | http://hdl.handle.net/2299/19915 | |
dc.description | This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education for Teaching on 15 March 2018, available online at doi: https://doi.org/10.1080/02607476.2018.1433468. Under embargo until 1 August 2019. | |
dc.description.abstract | Curricular and pedagogical reforms are complex inter-linked processes such that curricular reform can only be enacted through teachers teaching differently. This article reports the perspective of emergent Malaysian primary teachers who were expected to implement a Government reform that promoted active learning. The 120 student teachers were members of a single cohort completing a new B.Ed. degree programme in Primary Mathematics designed by teacher educators from Malaysia and the UK. They were taught to use a tripartite pedagogical framework involving action or active learning, supported in practice through reflection and modelling. Drawing on findings from surveys carried out with the student teachers at the end of their first and final placements this article examines evidence for the premise that the student teachers were teaching differently; illustrates how they reported using active learning strategies; and identifies factors that enabled and constrained pedagogic change in the primary classroom. The students’ accounts of using action, reflection and modelling are critiqued in order to learn about changing learning and teaching practice and to contribute to understanding teacher education and early teacher development. The students’ reports suggest diversity of understanding that emphasises the need to challenge assumptions when working internationally and within national and local cultures. | en |
dc.format.extent | 18 | |
dc.format.extent | 698290 | |
dc.language.iso | eng | |
dc.relation.ispartof | Journal of Education for Teaching | |
dc.subject | Action, reflection, modelling (ARM) | |
dc.subject | Malaysia | |
dc.subject | changing practice | |
dc.subject | student teacher | |
dc.title | Changing practice in Malaysian primary schools: learning from student teachers’ reports of using action, reflection and modelling (ARM) | en |
dc.contributor.institution | Education | |
dc.contributor.institution | Centre for Research in Professional and Work-Related Learning | |
dc.contributor.institution | School of Education | |
dc.description.status | Peer reviewed | |
dc.date.embargoedUntil | 2019-08-01 | |
dc.identifier.url | http://www.tandfonline.com/doi/full/10.1080/02607476.2018.1433468 | |
rioxxterms.versionofrecord | 10.1080/02607476.2018.1433468 | |
rioxxterms.type | Journal Article/Review | |
herts.preservation.rarelyaccessed | true | |