2023_The Teaching Practices of IPGM Trainee Teachers in Developing Primary School Students’ Critical Thinking
| Format: | General Document |
|---|
| _version_ | 1860798125059342336 |
|---|---|
| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2023-07-09 |
| format | General Document |
| id | 16044 |
| institution | UniSZA |
| originalfilename | THE TEACHING PRACTICES OF IPGM TRAINEE TEACHERS IN DEVELOPING PRIMARY SCHOOL STUDENTS’ CRITICAL THINKING (PHD_2023).pdf |
| person | Norma Binti Yaakub |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=16044 |
| sourcemedia | Server storage Scanned document |
| spelling | 16044 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=16044 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Languages & Communication English application/pdf 1.5 Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access UNIVERSITI SULTAN ZAINAL ABIDIN SAMBox 3.0.10; modified using iTextSharp™ 5.5.10 ©2000-2016 iText Group NV (AGPL-version) Copyright©PWB2025 415 THE TEACHING PRACTICES OF IPGM TRAINEE TEACHERS IN DEVELOPING PRIMARY SCHOOL STUDENTS’ CRITICAL THINKING (PHD_2023).pdf 2023_The Teaching Practices of IPGM Trainee Teachers in Developing Primary School Students’ Critical Thinking Norma Binti Yaakub 2023-07-09 Critical thinking—Study and teaching (Primary education)—Malaysia Critical thinking development in primary schools Teaching strategies for fostering critical thinking IPGM trainee teachers and classroom practices Critical thinking is attributed as one of the main thrusts of the global - and the Malaysian education system. Indeed, it is imperative that trainee teachers are equipped with knowledge on critical thinking as they form the most critical component in the 21st century classroom and technologically advanced education especially for pupils. Therefore, incorporating critical thinking, pertaining to Cognitive Process Dimension of the Revised Bloom’s Taxonomy (2001) and constructivist-based teaching instruction, is essential in all teaching practices. This study seeks to investigate the teaching practices of trainee teachers in developing critical thinking in English language classrooms in Malaysia. This is a single case study of five English as a Second Language (ESL) trainee teachers, through purpose sampling technique. The participants comprise ESL trainee teachers from the same cohort of semester seven of Bachelor of Teaching English as a Second Language (TESL) from an Institute of Teacher Education (ITE), Malaysia. This research used three data collection methods, namely, classroom observations, document analysis and semi- structured interviews. The qualitative data collected in three months were subsequently analysed using the interpretivist thematic analysis procedures. Three themes emerged in describing the teaching practices of the study participants: i) teachers’ questioning levels comprising LOTS and HOTS questions; ii) learner-centred activities; and iii) ICT-based activities. Although the trainee teachers were fully aware of the importance of asking Higher-Order Thinking Skills (HOTS) questions, Lower- Order Thinking Skills (LOTS) questions were instead found to be used more dominantly in their teaching practices. The study also found that most of the teaching sessions focused only on the acquisition of the content instead of knowledge transfer, as suggested by the Revised Bloom’s Taxonomy. On top of that, the trainee teachers also misused the Applying Level with the Creating Level as proposed by the taxonomy. This resulted in inaccuracy in applying HOTS lesson. The study concludes that the trainee teachers failed to master the critical thinking elements in-depth and understood their significance only at the surface level. This consequently resulted in the failure of the teachers to incorporate all fixed elements in the incorporation of critical thinking in a classroom into their own teaching. In contrast, the study observed that the teachers were more concerned with ensuring the comprehension of their pupils on the English language content being taught. Therefore, there is an urgent need for the trainee teachers to be trained thoroughly on how to incorporate critical thinking into their teaching so that they can effectively educate their pupils with HOTS-level knowledge. Dissertations, Academic Thesis |
| spellingShingle | 2023_The Teaching Practices of IPGM Trainee Teachers in Developing Primary School Students’ Critical Thinking |
| state | Terengganu |
| subject | Critical thinking—Study and teaching (Primary education)—Malaysia Dissertations, Academic |
| summary | Critical thinking is attributed as one of the main thrusts of the global - and the Malaysian education system. Indeed, it is imperative that trainee teachers are equipped with knowledge on critical thinking as they form the most critical component in the 21st century classroom and technologically advanced education especially for pupils. Therefore, incorporating critical thinking, pertaining to Cognitive Process Dimension of the Revised Bloom’s Taxonomy (2001) and constructivist-based teaching instruction, is essential in all teaching practices. This study seeks to investigate the teaching practices of trainee teachers in developing critical thinking in English language classrooms in Malaysia. This is a single case study of five English as a Second Language (ESL) trainee teachers, through purpose sampling technique. The participants comprise ESL trainee teachers from the same cohort of semester seven of Bachelor of Teaching English as a Second Language (TESL) from an Institute of Teacher Education (ITE), Malaysia. This research used three data collection methods, namely, classroom observations, document analysis and semi- structured interviews. The qualitative data collected in three months were subsequently analysed using the interpretivist thematic analysis procedures. Three themes emerged in describing the teaching practices of the study participants: i) teachers’ questioning levels comprising LOTS and HOTS questions; ii) learner-centred activities; and iii) ICT-based activities. Although the trainee teachers were fully aware of the importance of asking Higher-Order Thinking Skills (HOTS) questions, Lower- Order Thinking Skills (LOTS) questions were instead found to be used more dominantly in their teaching practices. The study also found that most of the teaching sessions focused only on the acquisition of the content instead of knowledge transfer, as suggested by the Revised Bloom’s Taxonomy. On top of that, the trainee teachers also misused the Applying Level with the Creating Level as proposed by the taxonomy. This resulted in inaccuracy in applying HOTS lesson. The study concludes that the trainee teachers failed to master the critical thinking elements in-depth and understood their significance only at the surface level. This consequently resulted in the failure of the teachers to incorporate all fixed elements in the incorporation of critical thinking in a classroom into their own teaching. In contrast, the study observed that the teachers were more concerned with ensuring the comprehension of their pupils on the English language content being taught. Therefore, there is an urgent need for the trainee teachers to be trained thoroughly on how to incorporate critical thinking into their teaching so that they can effectively educate their pupils with HOTS-level knowledge. |
| title | 2023_The Teaching Practices of IPGM Trainee Teachers in Developing Primary School Students’ Critical Thinking |
| title_full | 2023_The Teaching Practices of IPGM Trainee Teachers in Developing Primary School Students’ Critical Thinking |
| title_fullStr | 2023_The Teaching Practices of IPGM Trainee Teachers in Developing Primary School Students’ Critical Thinking |
| title_full_unstemmed | 2023_The Teaching Practices of IPGM Trainee Teachers in Developing Primary School Students’ Critical Thinking |
| title_short | 2023_The Teaching Practices of IPGM Trainee Teachers in Developing Primary School Students’ Critical Thinking |
| title_sort | 2023_the teaching practices of ipgm trainee teachers in developing primary school students’ critical thinking |