FACULTY OF EDUCATION , UNIVERSITI OF MALAYA

Postgraduate Diploma in Education , Session 2018/2019 Semester 2

PQI 6005
Foundation of Psychology and Counseling in Education

Report on Review of Books (Dual Language)

Book Titles :
Book 1 : Passion and Beliefs in Preservice Teachers : A
Comparative Study between Malaysia and China (Zahari
Ishak & Low Suet Fin, 2019)
Book 2 : Senario Pelajar Ponteng di Malaysia : Suatu Analisis
Statistikal (Zahari Ishak & Low Suet Fin, 2013)

Lecturer :
Prof Madya Dr.Zahari Ishak

Written by :
Aisyah Az Zahra Grace Athanasius Abdullah (PQI 180182)
Kharthiyayini Maganathan (PQI 180205)
 TABLE OF CONTENTS

Title Page

BOOK 1 : Passion and Beliefs in Preservice Teachers : 1- 6

A Comparative Study between Malaysia and China

1.0 INTRODUCTION 1

2.0 CONTENT
2.1 Critique of book 3
2.2 Suggestions to improve this research 4
2.3 Application of the research in life and reality 5

3.0 CLOSURE 8

BOOK 2 : Senario Pelajar Ponteng di Malaysia : Suatu 7 - 11

Analisis Statistikal

1.0 INTRODUCTION 7

2.0 CONTENT
2.1 Critique of book 8
2.2 Suggestions to improve this research 9
2.3 Application of the research in life and reality 10

3.0 CLOSURE 11
 BOOK 1
Passion and Beliefs in Preservice Teachers : A Comparative Study between
Malaysia and China (Zahari Ishak & Low Suet Fin, 2019)

1.0 INTRODUCTION

This study was conducted to provide a differentiation between the preservice teachers
of Malaysia and China in the terms of educational beliefs, sense of efficacy, passion
in teaching and literacy orientation. The study also analyses about the profile of
Malaysian and China preservice teachers and at the same time it wanted to look out
for the reasons to teach among Malaysian and Chinese preservice teachers.

The data for the study were collected once in quantitative and qualitative methods at
a specific point of time. Quantitative method is used to measure the differences and
the magnitude of those differences among two or more groups while qualitative
method used to identify a deep understanding of the views of a group or individual.
Quantitative data were obtained via a self-administered questionnaire. On the other
hand, qualitative data were obtained from focus group discussion since this method
allows participants to discuss and comment on personal experience and topic of
research.

Two stage sampling were used to collect the data of the study which made up of
purposeful random sampling and simple random sampling. During the first stage, all
the public universities and institutes of teacher education which provide training to
TESL and Mandarin preservice teachers in Malaysia and China have been identified.
During the second stage, a public university located in Shanghai, China and a few
public universities and institutes of teacher education in Malaysia have been choosen
due to time and financial constraints.

The population of the study are all the Teaching English as Second Language (TESL)
and Mandarin preservice teachers who are in the final year of their training offered by
public university or institute of teacher education in Malaysia or China. The samples
consisted of 409 final year TESL and Mandarin preservice teachers selected randomly
from a public university in Shangai, 5 public in universities and 5 institutes of teacher
education in Malaysia.

The instruments that used to gather the quantitative data of this study were the
questionnaires.The study have adopted and adapted the questionnaire based on
psychological theories and literature review. The respondents must answer seven-
section questionnaire which consists of 101 items within 40 minutes. There are two
major parts in the questionnaire which are the respondents’ demographic data and
data on the following constructs literacy orientation, educational beliefs, passion for
teaching, teacher’s sense of efficacy and reason for choosing teaching profession.

The information related to respondent background such as gender, age, major subject
during the training, country of origin, name of public university or institute of teacher
education, qualification achieved when completed preservice teacher training was
gathered through demographic data. Data on educational beliefs have been collected
via the Educational Beliefs Questionnaire whereas Literacy Orientation Survey has
been used to obtain data on literacy orientation. The literacy orientation survey will
classify the respondents into traditional, eclectic or constructivist teachers while data
from the educational beliefs able to classify the respondents into traditionalism,
progressivism and romanticism.

Data on passion for teaching are able to provide inputs about types of passion such
as harmonious and obsessive possessed by the respondents. The Passion Scale has
been used to achieve the purpose. Other than that, items on teachers sense of efficacy
able to expose respondents’ belief on their own capabilities and execute action as to
generate the preferred outcomes in students engagement, instructional strategies and
classroom management. Teacher’s sense of efficacy is measured using the Teaher’s
Sense of Efficacy Scale by Tschannen-Moran and Woolfolk Hoy (2001).

An exercise which made up of three sections are used to measure the English
performance of the respondents on this study. The three sections consists of Section
A which is directed writing (35%) , Section B which is continuous writing (50%) and
Section C that is multiple choices on testing information retrieval and making inference
skills (15%). All the exercises have been taken from the Malaysian Certificate of
Education, a national examination equivalent to O-Level and America’s K-12
(education) which taken by all fifth-year secondary school students in Malaysia. In this
study, respondents must complete all the exercises within 45 minutes. An experienced
national examiner with more than 10 years experiences of marking the Malaysian
Certificate of Education English language examination papers was assigned to mark
the exercises. The scoring of the respondents was graded based on the following
criteria, Grade A = above 80% of total scoring, Grade B = 70%-79%, Grade C = 50%-
69%, D = 40% - 49% and Grade E = 0 % - 39%.

2.0 CONTENT

2.1 Critique of book

In my opinion, Focus Group Discussion (FDG) method that used in this research is an
effective method to collect an accurate data. FDG was used as a tool to collect data
for qualitative analysis. I think FDG able to investigate complex behaviour of people
and also can discover how different groups think and feel about a topic and why they
hold certain opinions. Other than that, FDG may also very effective to identify changes
in behaviour especially for this study where FDG able to determine the behaviour and
thinking of preservice teachers of both Malaysia and China. Thus, FDG can provide
a deep understanding and detailed statistical data for this study.

According to the book, FDG was selected to be a measurement tool for this research
is because this method able to evaluate or develop a particular program of activities,
elicit information in a way that allows researchers to find out why an issue is salient,
as well as what is salient about it. In this study, FDG was held separately in the
afternoon at a selected venue. There were 4 focus groups consisting of 10 participants
each in the TESL group and Mandarin group from Malaysia and China respectively.
The participants in the Mandarin Group are teaching Mandarin to non-Mandarin
speakers. This participants have been selected randomly form the participants who
have taken part in answering the questionnaire. Each discussion group was held for
one to one and half hours.
Through the way the researchers have used FDG for the research, I believe that FDG
was very useful to obtain detailed information about personal and group feelings,
perceptions and opinions. They also can save time and money compared to individual
interviews.They have provided a broader range of information and also offered the
opportunity to seek clarification.

2.2 Suggestion to improve the research

My suggestion to improve this research is it will be more efficient if the researchers

conduct the Focus Group Discussion through online. The respondents can placed in
a selected venue at specific time to do the online Focus Group Discussion. Some
participants may find a focus group situation intimidating or off-putting and the
participants also may feel under pressure to agree with the dominant view. There can
be disagreements and irrelevant discussion which distract from the main focus
Through online Focus Group Discussion, the respondents can be comfortable to voice
out their opinion and not influence by other people’s opinions or perceptions. The
respondents’ opinion will be rich with word for word quotes and actionable insights.
The respondents also typically post well thought-out with an elaborate written
responses instead short phrases.

In study, the researchers had difficulty in gathering data especially they have
mentioned in the book that during the second stage, a public university located in
Shanghai, China and a few public universities and institutes of teacher education in
Malaysia have been choosen due to time and financial constraints. Through online
Focus Group Discussion, I think the researchers will be able to overcome the crisis
they are having during collecting the data for this research. Online Focus Group
Discussion maybe can lower the cost and will give them to collect more data from
different public universities in China instead of focusing in data from only one public
university from China. The reseachers also can save travel expenses by
communicating face-to-face to the respondents using the computer or laptop through
online Focus Group Discussion.
2.3 Application of the research in life and reality

Educational systems around the world have been experiencing changes and reforms.
Stepping into the new millennium, many societies around the world are engaging in
serious and promising educational reforms. This has also occurred in the field of
teacher professional development which has been changing so rapidly and frequently
all around the world. It has been acknowledged that teachers are not only one of the
variables that need to be changed in order to improve the educational system but are
also the most significant agents in this reform. This dual role of teachers as the
subjects and objects of change has made the field of teacher professional
development a growing and challenging area in this era. Teachers in today’s world are
under a growing pressure to perform. Higher expectations and greater needs now
pressure the teachers to perform effectively in classroom. It all comes down to quality
teachers who are the determinants of student achievement. Even the most prepared
and genuinely qualified teacher still has a great deal to learn when they begin to teach.
Hence it is vitally essential that teachers are well prepared when they begin to teach
and they continue to improve their knowledge and skills throughout their careers.

With globalization, professional teacher development has become an increasingly

challenging task for Malaysia’s younger generation for Malaysia’s younger generation
which has a higher set of values and greater expectations from life. With the growing
needs and expectations of the society, teachers are not only expected and seen as
imparters of knowledge but also to shoulder the responsibility of moulding and shaping
a better citizenry. Based on this scenario, the Malaysian Ministry of Education
constantly encourages her teachers to pursue courses in critical and relevant areas
by offering remuneration packages and potential promotions. In the way to support
governments’ effort, this study is very useful in analysing and improving the quality of
Malaysian teachers.

Since the dawn of independence in 1957, education has figured prominently as the
integral part of the government’s developmental policy. Education has undergone
tremendous change and development over the years. Malaysia has been keen in
nation-building, and busy enhancing its national unity through a unified educational
system, a national curriculum in which Bahasa Melayu (national language) has been
the medium of instruction and communication for the past 30 years. Subsequent
curriculum reforms in 1983, 1995 and 1999 and increased use of educational
technology have enhanced quality education. Recent curricular revision has
encouraged student-centred pedagogical approach which has brought about the
inclusion of a positive attitude to knowledge and skills.

The Sixth Malaysian Plan (1990-1995), brought about a major focus on the expansion
of educational opportunities, increased access to all levels of education and on
strengthening and improving quality education. In the Seventh Malaysian Plan (1996-
2000), the government not only improved the man-power needs in the fields of Science
and technology but also boosted the objectives of education and training in order to
produce an ample amount of skilled and quality workers. The Ninth Malaysian Plan
(2006-2010) intends to move the economy up the value chain, and to intensify the
development of human capital into a knowledge-based economy. Initiatives
undertaken have improved the quality of accessibility to education, provided tertiary
education of international repute, nurtured R&D and innovation capability, and
continued upgrading in the quality of teachers and academic staffs.

Malaysia established a visionary policy, titled Vision 2020 to transform the country into
a developed nation by 2020 (Government of Malaysia, 2008b). As Malaysia pursues
its vision 2020, access to quality education, human quality development and
educationally competitive Malaysian schools ranks among its most important
challenges. Hence, to ensure that its intentions are not derailed the Ministry of
Education (MOE) has a crucial role to play in the professional development of her
teachers. Working towards these criteria the MOEs effort to prepare quality teachers
is guided by the National Philosophy of Education (NPE) and Philosophy of Teacher
Education (PTE).

Other than that, Malaysian government also encourages The Teacher Education
Division (TED) which is a department within the Malaysian Ministry of Education which
oversees the teacher training education in the country. In order to support its
aspirations for the achievement of its national target to become a ‘developed country’
the TED has taken up the task to develop its teachers. The TED carries out its various
operations with the help of the Planning and Policy Unit which plans and determines
the direction of teacher education. The Curriculum unit determines the curriculum
offered for the various courses in the teacher training colleges. The Assessment unit
handles the setting and marking of examinations and awarding grades and the
Student-selection unit conducts aptitude tests and interviews to select candidates. The
TED also plans and coordinates on-going staff development programmes both at the
ministry and college levels both locally and overseas to enhance the quality of its
training.

Further apart from that, the Malaysian Government in July 2005 upgraded all its 27
Teacher Training Colleges to Institutes of Teacher Education (ITEs). Consequently,
the year 2007 brought the first intake of the 4-year degree-level course in which 3725
students enrolled for the Bachelor of Teaching (PISMP) programme. The programme
is specially designed to supply primary school teachers. Its curriculum operated on
five basic principles namely, to be outcome-based, coherent, spiral and
developmental, holistic, as well as practical and contextual. The aim was to achieve
specific learning outcomes as required by the Malaysian Qualifying Framework (MQF)
in accordance with the 21st century skills. The PISMP programme not only focuses on
the integration of knowledge, but also skills and noble values where students acquire
hands-on learning through the transfer of theoretical knowledge to real life situations.
Students have to take a compulsory course in “Technology in Teaching and Learning”
and additional subject of computer-aided instruction which in return enables them to
be proficient in the preparation and organization of ICT materials for teaching and to
resource multimedia materials.

On the other hand, Continuous Professional Development (CDP) and in-service

training (In-SeT) are also important aspects for maintaining teacher professionalism in
Malaysia. The government has allocated a sizeable portion of the educational budget
every year for implementing the In-Set. For example, the proposed amount in 2008 for
In-SeT programmes is RM 200 million (Mokshein, S.E., Ahmad, H. & Vongalis-
Macrow, A., 2009). Two types of In-SeT courses pursued are the qualification
upgrading course, and the knowledge skills upgrading course, which take less than
one year. In addition, schools are encouraged to conduct in-house training
programmes to develop and enhance teacher practices and knowledge that covers a
wide-range of areas based on the school’s needs.

3.0 CLOSURE

Preservice teachers are an important workforce for achieving the Malaysian

educational aims in enhancing the education quality and developing the human capital
of the nation. The need for professional development for teachers in Malaysia was
recognized as early as 1995 by a special committee set up by the Education Ministry
to look into teachers’ professionalization, professionalism and professional
development. Teachers’ professional development was recognized as a means to
enhance the teaching profession. This study provides the analysis of the data using
descriptive and inferential statistics to answer the objectives of the study. The four
main objectives that constructed are literacy orientation, educational beliefs, passion
in teaching and teacher’s sense of efficacy. The focus of this study is on the preservice
teachers who have undergone their teacher training program and will serve in schools
soon. The goal of the study is to gain insightfulness related to the way teacher
education programs have influenced preservice teacher’s educational belief, literacy
orientation, passion in teaching and teacher’s sense of efficacy.

Moreover, the study also aims at examining factors which contributed to their selecting
the teaching profession. Comparison is made between preservice teachers of
Malaysia and China to identify if there is any similarities and differences among them
in ascepts of educational belief, literacy orientation, passion in teaching and teacher’s
sense of efficacy. In conclusion, this study has its importance by gathering information
about the four ascepts which are important contributors to quality of teacher’s teaching
which impact the holistic development of the next generation. Involvement of China
preservice teachers will be enable comparison made with their Malaysian counterparts
to gain an in-depth view on the output of teacher education programs of the both
countries.Based on the focus group discussion on TESL and Mandarin preservice
teachers, collaboration can be made in facing challenges related to the teaching of
TESL and Mandarin in their respective countries.
 BOOK 2
Senario Pelajar Ponteng di Malaysia : Suatu Analisis Statistikal (Zahari Ishak
& Low Suet Fin, 2013)