Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Jandar

The main aim of this study was to explore teacher cognition in the context of instructional practice among English teachers in secondary schools in Samarahan division, Sarawak, Malaysia. Teacher cognition by Borg’s definition includes ‘what they know, believe, think and do’. In Borg’s schematic conc...

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Main Author:	Jandar, Willie
Format:	Thesis
Language:	English
Published:	2017
Subjects:	Education and training of teachers and administrators Schools Professional education
Online Access:	https://ir.uitm.edu.my/id/eprint/49960/1/49960.pdf
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id	my-uitm-ir.49960
record_format	uketd_dc
spelling	my-uitm-ir.499602022-02-22T04:43:22Z Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Jandar 2017-02 Jandar, Willie Education and training of teachers and administrators Schools Professional education The main aim of this study was to explore teacher cognition in the context of instructional practice among English teachers in secondary schools in Samarahan division, Sarawak, Malaysia. Teacher cognition by Borg’s definition includes ‘what they know, believe, think and do’. In Borg’s schematic conceptualization of teacher cognition, it is illustrated that teacher cognition developed and is shaped by schooling and the professional education of the teacher. In the context of pedagogic practice, it is influenced and affected by contextual factors such as school environment, curricular, resources and students so much that it is not static but dynamic. Shulman outlined seven knowledge types to represent teacher cognition, but in this study only three knowledge domains/types namely, Knowledge of Students (KS), Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) were deemed relevant to pedagogic practice. To address the main aim of the study, three research questions were posited namely, what are ESL teacher cognition perspectives?, what are the existing and new features of each knowledge domain?, and what are the similarities of KS, PCK and GPK of the four teacher participants? To answer the research questions, a mixed-method approach was employed: (i) self-constructed teacher inventory questionnaire was administered to 89 ESL teachers to gauge their beliefs and actual practice, (ii) observations, stimulated recall protocols and semi-structured interviews were administered to four individual cases, selected from 89 teachers, to generate qualitative data on their KS, PCK and GPK. The quantitative data from teacher inventory indicated a Very High range between 4.1 to 4.52 mean scores for KS, PCK and GPK out of 5-point Likert scale. This shows some positive congruence between the teachers’ stated beliefs and actual practice. The qualitative data captured evidence of existing categorical features of KS, PCK and GPK as outlined in the theoretical framework, and also some new emergent categorical features utilized by the four teacher participants such as taking into consideration students’ proficiency level and preferred learning styles in their lesson planning, also empowering their students via more opportunities to participate, and assuming more of a facilitator-cum-motivator role. While the study had shown some evidence of teacher cognition in actual classroom practice, a longitudinal study that spans a long duration of data collection is highly recommended for future research to understand ESL teacher cognition better in Malaysia. 2017-02 Thesis https://ir.uitm.edu.my/id/eprint/49960/ https://ir.uitm.edu.my/id/eprint/49960/1/49960.pdf text en public phd doctoral Universiti Teknologi MARA ( Kampus Puncak Alam ) Faculty of Education Philip, Bromeley
institution	Universiti Teknologi MARA
collection	UiTM Institutional Repository
language	English
advisor	Philip, Bromeley
topic	Education and training of teachers and administrators Schools Professional education
spellingShingle	Education and training of teachers and administrators Schools Professional education Jandar, Willie Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Jandar
description	The main aim of this study was to explore teacher cognition in the context of instructional practice among English teachers in secondary schools in Samarahan division, Sarawak, Malaysia. Teacher cognition by Borg’s definition includes ‘what they know, believe, think and do’. In Borg’s schematic conceptualization of teacher cognition, it is illustrated that teacher cognition developed and is shaped by schooling and the professional education of the teacher. In the context of pedagogic practice, it is influenced and affected by contextual factors such as school environment, curricular, resources and students so much that it is not static but dynamic. Shulman outlined seven knowledge types to represent teacher cognition, but in this study only three knowledge domains/types namely, Knowledge of Students (KS), Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) were deemed relevant to pedagogic practice. To address the main aim of the study, three research questions were posited namely, what are ESL teacher cognition perspectives?, what are the existing and new features of each knowledge domain?, and what are the similarities of KS, PCK and GPK of the four teacher participants? To answer the research questions, a mixed-method approach was employed: (i) self-constructed teacher inventory questionnaire was administered to 89 ESL teachers to gauge their beliefs and actual practice, (ii) observations, stimulated recall protocols and semi-structured interviews were administered to four individual cases, selected from 89 teachers, to generate qualitative data on their KS, PCK and GPK. The quantitative data from teacher inventory indicated a Very High range between 4.1 to 4.52 mean scores for KS, PCK and GPK out of 5-point Likert scale. This shows some positive congruence between the teachers’ stated beliefs and actual practice. The qualitative data captured evidence of existing categorical features of KS, PCK and GPK as outlined in the theoretical framework, and also some new emergent categorical features utilized by the four teacher participants such as taking into consideration students’ proficiency level and preferred learning styles in their lesson planning, also empowering their students via more opportunities to participate, and assuming more of a facilitator-cum-motivator role. While the study had shown some evidence of teacher cognition in actual classroom practice, a longitudinal study that spans a long duration of data collection is highly recommended for future research to understand ESL teacher cognition better in Malaysia.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Jandar, Willie
author_facet	Jandar, Willie
author_sort	Jandar, Willie
title	Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Jandar
title_short	Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Jandar
title_full	Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Jandar
title_fullStr	Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Jandar
title_full_unstemmed	Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Jandar
title_sort	teaching english in secondary schools in sarawak, malaysia: esl teacher cognition perspectives / willie jandar
granting_institution	Universiti Teknologi MARA ( Kampus Puncak Alam )
granting_department	Faculty of Education
publishDate	2017
url	https://ir.uitm.edu.my/id/eprint/49960/1/49960.pdf
_version_	1783734815777882112

Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Jandar

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