The Development of a Teacher Continuous Professional Theoretical Framework for Malaysian Secondary School Teachers: A Case Study

• Main Author: Chok, Koon Lan
• Format: Thesis
• Language: English; English
• Published: 2021
• Subjects: LB Theory and practice of education; LB1603 Secondary Education. High schools
• Online Access: http://ur.aeu.edu.my/845/1/Chok%20Koon%20Lan%20Thesis%20220321.pdf; http://ur.aeu.edu.my/845/2/Chok%20Koon%20Lan%20Thesis%20220321-1-24.pdf; http://ur.aeu.edu.my/845/; https://online.fliphtml5.com/sppgg/xrbv/?1617069707515
• Institution: Asia e University

In Malaysia, the public schools are government schools under the centralized national education system. The private schools selected in this study are Malaysian Chinese Independent Secondary Schools (MICSS). They are self-funded and supported by a Board of Directors from the Chinese community. These schools are under the umbrella of Dong Zong. This is a case study that explores teacher, school administrator and educator perceptions of teacher professional development. There are, therefore, differences in perceptions on a pressing need for quality teachers who can enable quality learning both in the public and private sectors through teacher professional development that draws from the positives of existing models and practices. This case study aims at developing a “framework” for Teacher Professional Development of secondary school teachers in Malaysia. The purpose of this study is to examine how teacher professional development, carried out by selected public and private secondary schools in Malaysia and in some selected countries in the international arena, under the Ministry of Education. As a qualitative study, data was obtained through interviews and analysis of documents across the hierarchy of the public and private institutions. In addition, data obtained through interviews with officers of different sectors of the Ministry of Education and officers from Dong Zong were analyzed and theorized holistically in an integrated coverage of five different periods ranging from 1970 till 2019. Subsequently, significant development in the local scenario and emerging global trends that impact on teacher professional development were also studied and incorporated into the synthesis. The comparative analysis of data as a result of the study, in the context of the proposed teacher continuous professional development framework, consisting of three dimensions of teaching - professional accountability, professional knowledge and professional competence, grounded in ten principles as the guidelines for a growing stage of novice teachers to competent teachers, reflected a consensus among the selected stakeholders, educationists and experts in the field of teacher education that the Teacher Continuous Professional development (TCPD) Framework can be implemented in consultation with appropriate government authorities can be used as inputs elements into conceptualizing a practical TCPD Framework.