Development and validation of a new teaching framework for teacher educators in Malaysian higher teacher education institutions

This study aimed to develop and validate a new teaching framework for teacher educators in Malaysiausing an exploratory mixed-method study design. A qualitative phase involved document analysis oftheories, principles and policies underlies teaching framework of selected teachereducation institutions...

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Main Author:	Rosdy Wahid
Format:	thesis
Language:	eng
Published:	2019
Subjects:	LB Theory and practice of education
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=5448
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record_format	uketd_dc
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	eng
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Rosdy Wahid Development and validation of a new teaching framework for teacher educators in Malaysian higher teacher education institutions
description	This study aimed to develop and validate a new teaching framework for teacher educators in Malaysiausing an exploratory mixed-method study design. A qualitative phase involved document analysis oftheories, principles and policies underlies teaching framework of selected teachereducation institutions and interviews with 10 stakeholders namely two policy makers, twoteacher educators, four teacher mentors and two Ministry of Education personnel in Malaysia. Inthis phase, six constructs or factors emerged, namely (i) Intellectual Excitement (IE); (ii)Quality Learning Spaces, Resources and Technology (QL); (iii) Constructive Alignment (CA);(iv) International and Cultural Diversity (IC); (v) Climate of Inquiry and Critical Reflection(CR); and (vi) Good Values, Attitudes and Behaviour (GV). In a quantitative phase, a 67-itemquestionnaire was developed based on the themes under each construct and administered to 248teachers using the stratified random sampling. The analysis using Exploratory Factor Analysisretained the six factors which were clustered thematically to 14 sub-constructs accordingto the factor loading. This 14 sub-construct questionnaire was again administered to toa different set of 458 teachers in the high- performance schools selected using thestratified random sampling method. Analysis using Confirmatory Factor Analysis (CFA) by means ofMeasurement Model with the goodness- of-fit value (GFI0.90), Construct Reliability value(CR0.6) and Average Variance Extracted value (AVE0.5) further confirmed the six factors,retaining the 14 sub-constructs which constituted the Teaching Framework for Teacher Educators(MyTF@TE). A closer inspection of MyTF@TE indicated that the first four sub-constructs(group discussion, critical thinking, evaluating peers work and knowledge transfer) were derivedfrom IE, three sub-constructs (learning resources, physical setting, and technology integration)from QL, two sub-constructs (learning outcome and theory to practice) from CA, two sub-constructs(global connection and embracing culture diversity) from IC, and two sub-constructs(welcoming ideas and improving practices) from CR. Meanwhile, GV stood alone as the sub-construct.As a conclusion, Teacher Framework for Teacher Educators (MyTF@TE) based on the 14 factors wasvalidated through the EFA and further confirmed through the CFA. The implication of the findings isthat the factors embodied in a visual guideline may isting and uplifting the quality of teachereducators across the MalaysianHigher Teacher Education institutions.
format	thesis
qualification_name
qualification_level	Doctorate
author	Rosdy Wahid
author_facet	Rosdy Wahid
author_sort	Rosdy Wahid
title	Development and validation of a new teaching framework for teacher educators in Malaysian higher teacher education institutions
title_short	Development and validation of a new teaching framework for teacher educators in Malaysian higher teacher education institutions
title_full	Development and validation of a new teaching framework for teacher educators in Malaysian higher teacher education institutions
title_fullStr	Development and validation of a new teaching framework for teacher educators in Malaysian higher teacher education institutions
title_full_unstemmed	Development and validation of a new teaching framework for teacher educators in Malaysian higher teacher education institutions
title_sort	development and validation of a new teaching framework for teacher educators in malaysian higher teacher education institutions
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Pembangunan Manusia
publishDate	2019
url	https://ir.upsi.edu.my/detailsg.php?det=5448
_version_	1747833197244186624
spelling	oai:ir.upsi.edu.my:54482020-12-22 Development and validation of a new teaching framework for teacher educators in Malaysian higher teacher education institutions 2019 Rosdy Wahid LB Theory and practice of education This study aimed to develop and validate a new teaching framework for teacher educators in Malaysiausing an exploratory mixed-method study design. A qualitative phase involved document analysis oftheories, principles and policies underlies teaching framework of selected teachereducation institutions and interviews with 10 stakeholders namely two policy makers, twoteacher educators, four teacher mentors and two Ministry of Education personnel in Malaysia. Inthis phase, six constructs or factors emerged, namely (i) Intellectual Excitement (IE); (ii)Quality Learning Spaces, Resources and Technology (QL); (iii) Constructive Alignment (CA);(iv) International and Cultural Diversity (IC); (v) Climate of Inquiry and Critical Reflection(CR); and (vi) Good Values, Attitudes and Behaviour (GV). In a quantitative phase, a 67-itemquestionnaire was developed based on the themes under each construct and administered to 248teachers using the stratified random sampling. The analysis using Exploratory Factor Analysisretained the six factors which were clustered thematically to 14 sub-constructs accordingto the factor loading. This 14 sub-construct questionnaire was again administered to toa different set of 458 teachers in the high- performance schools selected using thestratified random sampling method. Analysis using Confirmatory Factor Analysis (CFA) by means ofMeasurement Model with the goodness- of-fit value (GFI0.90), Construct Reliability value(CR0.6) and Average Variance Extracted value (AVE0.5) further confirmed the six factors,retaining the 14 sub-constructs which constituted the Teaching Framework for Teacher Educators(MyTF@TE). A closer inspection of MyTF@TE indicated that the first four sub-constructs(group discussion, critical thinking, evaluating peers work and knowledge transfer) were derivedfrom IE, three sub-constructs (learning resources, physical setting, and technology integration)from QL, two sub-constructs (learning outcome and theory to practice) from CA, two sub-constructs(global connection and embracing culture diversity) from IC, and two sub-constructs(welcoming ideas and improving practices) from CR. Meanwhile, GV stood alone as the sub-construct.As a conclusion, Teacher Framework for Teacher Educators (MyTF@TE) based on the 14 factors wasvalidated through the EFA and further confirmed through the CFA. The implication of the findings isthat the factors embodied in a visual guideline may isting and uplifting the quality of teachereducators across the MalaysianHigher Teacher Education institutions. 2019 thesis https://ir.upsi.edu.my/detailsg.php?det=5448 https://ir.upsi.edu.my/detailsg.php?det=5448 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia A Teaching Framework for Carleton University, 2013-2018, Canada.A Comprehensive Framework for Teaching, Memorial University, 2011, Canada.A Values, Skills and Knowledge Framework for Initial Teacher PreparationProgrammes, NIE, Singapore.Abdullah, S., Mohd Ali, H., Sipan, I., & Deakin, M. (2013). Space Management: Measuring TeachingSpace Performance. 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