Task 3: Reflective Essay

As a future teacher, it is necessary for me to be updated with the curriculum

changes especially in Malaysian context as it is gradually changes in equipping the
children’s learning. In class, I have been exposed with wide knowledge regarding
the curriculum change and consequently I understand that teachers play the
greatest role in ensuring the success of the curriculum. This can be supported by a
study conducted by Shihiba, S., & Embark, S. (2011), who mentioned that teacher
perceptions and understanding of the curriculum can greatly influence how teachers
organise their classrooms, their choice of strategies or activities and their interaction
with the pupils. For example, the Primary School Curriculum Standard (KSSR)
which was previously shifted from (KBSR), has promoted towards interactive
approach which requires teaching and learning activities to be revolutionized
according to meet the current demands. Here, I discovered that the change of
curriculum will affect the teaching practice, teacher’s attitudes and beliefs where
changes are necessary to be made. For example, in KSSR, the teaching and
learning should be more pupil-centred approach where the teacher needs to provide
with sufficient opportunity for the pupils to discover and explore their learning on
their own. Therefore, I had a better understanding towards KSSR, which will assist
me to develop and innovate the teaching and learning that are able to give the best
learning experience that enhance on the pupil-approach.

I am hardworking and passionate to be a teacher. Yet, I discovered that

sometimes I did not know how to incorporate the curriculum with interesting
pedagogical practices which is considered to be one of my weaknesses. If the
teaching is unable to engage the pupils to learn, hence there will be no value no
matter how good the curriculum is. Thus, I believe collaboration with other
colleagues will be able to enhance my quality in implementing the curriculum. So, I
will collaborate with other teachers, school administrators and parents to have
extensive interaction regarding feedbacks about the learning process as well as
suggestions to improve my teaching practices. As cited by Munusamy, I. M. (2015),
it was found that collaborative relationship and networking were detected as positive
factors increasing the teacher’s attitudes and motivation, as well as their teaching
(Desimone, 2004). Therefore, I believed, through collaboration with other people, I
will be able to enhance my strengths and minimize my weaknesses which in turn will
help me to become a successful curriculum implementer.
 In a conclusion, it is necessary for the teacher to develop her knowledge and
understanding about the changes of the curriculum before practicing them in the
class in ensuring the smoothness of the implementation.
References

Chin, P. C. (2012). Primary teacher Education in Malaysia. Journal of International

Education Research. Retrieved from:
http://www.slideshare.net/orkedfaudzan/primary-teacher-education-in-
Malaysia
Ministry of Education (2013). Malaysian Education Blueprint 2013-2025. Retrieved
from:
http://www.moe.gov.my/cms/upload_files/files/3_%20Malaysia%20Education
%20Blueprint%202015-2025%20(Higher%20Education).pdf
Munusamy, I. M. (2015). Teacher’s Belief of the new Standard Curriculum for
Primary Schools (KSSR) in Teaching English as (ESL) in Malaysian Schools:
A Qualitative approach. Asian Journal of Multidisciplinary Studies, 3(5).
Retrieved from: file:///C:/Users/Computer/Downloads/1109-3072-1-
PB%20(2).pdf
Shihiba, S., & Embark, S. (2011). An investigation of Libyan EFL teachers’
conceptions of the communicative learner-centred approach in relation to
their implementation of an English language curriculum innovation in
secondary schools (Doctoral dissertation, Durham University). Retrieved
from: http://etheses.dur.ac.uk/878/
Ornstein. A. C., Hunkins, F. P. (2014). Curriculum Foundations, Principles and
Issues. London: Pearson Education Limited.