Research Article
Michael Bobias Cahapay
International Journal of Professional Development, Learners and Learning, Volume 3, Issue 1, Article No: ep2105
ABSTRACT
There is a paucity of research and unresolved debate on the criterion of relevance in curriculum development across educational contexts. This paper is an initial research with the goal to propose a conceptual model of relevance in the context of teacher education. Following a qualitative research design, this study involved a maximum variation sampled participants from different sectors of teacher education. The main data analysis technique used was the thematic analysis. The result illustrates relevance through three themes; personal relevance, professional relevance, and societal relevance. This paper demonstrates relevance in the context of teacher education as a multifaceted criterion and can be presented through three expanding levels. A conceptual model of the relevance of the teacher education curriculum is depicted in the discussion of this study. Acknowledging further the robust process of model development in curriculum studies, continuous validation of the proposed model is recommended.
Keywords: relevance, conceptual model, teacher education, curriculum studies
Research Article
Muhammad Alhaji Ibrahim, Wun Thiam Yew, Nordin Bin Abd Razak
International Journal of Professional Development, Learners and Learning, Volume 1, Issue 1, Article No: ep2003
ABSTRACT
Little emphasis has been given on the pre-service mathematics teachers’ learning needs on the required subject matter knowledge and skills for which they have been expected to possess at their final level of graduation, as a basis for teaching secondary school mathematics. This study employed qualitative research design, in which 30 pre-service mathematics have been interviewed on their mathematics learning needs. The finding of the study revealed that learning experiences of the training was adequate, but there is disconnection between the training curriculum and school mathematics subject matter for which the pre-service teachers have been train to teach. The pre-service mathematics teachers have viewed lecturer of the program as non-supportive which prevent them from active learning. This suggests that the program should include school mathematics curriculum in the training to enable the pre-service mathematics teachers to acquire the subject matter knowledge for which they have been train to teach. Lecturers of the program should change their attitude and behavior which might have adverse effect on pre-service mathematics teachers’ learning.
Keywords: mathematics, teacher education, pre-service teachers, learning needs