UTPSZ 19:16 (Pind.1/97)

UNIVERSITI TEKNOLOGI MALAYSIA

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BORANG PENGESAHAN STATUS TESIS����

JUDUL: ______________________________________________________________________

______________________________________________________________________ ________________________________________________________________

SESI PENGAJIAN: _______________

Saya _________________________________________________________________________

(HURUF BESAR)

mengaku membenarkan tesis (PSM/Sarjana/Doktor Falsafah)* ini disimpan di Perpustakaan

Universiti Teknologi Malaysia dengan syarat-syarat kegunaan seperti berikut:

1. Tesis adalah hakmilik Universiti Teknologi Malaysia.

2. Perpustakaan Universiti Teknologi Malaysia dibenarkan membuat salinan untuk tujuan

pengajian sahaja.

3. Perpustakaan dibenarkan membuat salinan tesis ini sebagai bahan pertukaran antara institusi

pengajian tinggi.

4. **Sila tandakan (���� )

SULIT (Mengandungi maklumat yang berdarjah keselamatan atau

kepentingan Malaysia seperti yang termaktub di dalam AKTA

RAHSIA RASMI 1972).

TERHAD (Mengandungi maklumat TERHAD yang telah ditentukan oleh

organisasi/badan di mana penyelidikan dijalankan).

���� TIDAK TERHAD Disahkan oleh

______________________________ ________________________________

(TANDATANGAN PENULIS) (TANDATANGAN PENYELIA)

Alamat Tetap:

__________________________________ ________________________________

__________________________________ NAMA PENYELIA

__________________________________

Tarikh : 2 MEI 2008 Tarikh : 2 MEI 2008

LECTURERS’ AND TESL TEACHER TRAINEES’ PERCEPTIONS TOWARDS

THE LEVEL OF READINESS IN PERFORMING TEACHING PRACTICE

SHEREENA A/P SREETHARAM

NO.17 JALAN TERATAI 63, TAMAN JOHOR JAYA, 81100,

JOHOR BAHRU, JOHOR.

2007/2008

PUAN HALIZA BINTI JAAFAR

“ I hereby declare that I have read this thesis and in my opinion this thesis is sufficient in

terms of scope and quality for the award of the degree of Bachelor of Science with

Education (TESL).”

Signature : ……………………………………

Name of Supervisor : PUAN HALIZA JAAFAR

Date : 2 MEI 2008

i

LECTURERS’ AND TESL TEACHER TRAINEES’ PERCEPTIONS TOWARDS THE

LEVEL OF READINESS IN PERFORMING TEACHING PRACTICE

SHEREENA A/P SREETHARAM

A thesis submitted in partial fulfillment of the requirements for the award of the degree

of Bachelor of Science with Education (TESL)

Faculty of Education

Universiti Teknologi Malaysia

APRIL 2008

ii

I declare that this thesis entitled “Lecturers’ and TESL Teacher Trainees’ Perceptions

Towards the Level of Readiness in Performing Teaching Practice ” is the result of my

own research except as cited in the references. The thesis has not been accepted for any

degree and is not concurrently submitted in candidature of any other degree.

Signature : ……………………………………..

Name : SHEREENA A/P SREETHARAM

Date : 2 MEI 2008

iii

This piece of work is dedicated to my beloved parents, Mr. Sreetharam and

Mrs. Padmavathi, brothers Denesh Kumar and Arunesh Kumar to my special

one and friends

iv

ACKNOWLEDGEMENT

It has been a privilege for me to work with my inspiring supervisor, Puan Haliza

Jaafar. I would like to acknowledge the support I have received from her in producing

this piece of work. In particular, I would like to thank her for ensuring that the work

reached fruition. I have obtained considerable insights while working under the

supervision of her. I would also like to thank a number of lecturers from FPPSM and the

third and final year TESL students who have contributed whether directly or indirectly

to this study. Their experiences and their insights have helped shape this study. Finally, I

would like to express my appreciation to my beloved parents, Mr. Sreetharam and Mrs.

Padmavathi as well as my brothers, Denesh Kumar and Arunesh Kumar, and to my

special one Krishnan for their assistance and support throughout completing this study.

My deepest thanks to all.

v

ABSTRACT

Teaching practice is a course offered to teacher trainees of the Faculty of

Education, Universiti Teknologi Malaysia. This course will enable the trainees to

practice their teaching skills under the guidance of a supervisor. The research was

carried out to investigate the effectiveness of the subjects taught to the teacher trainees

before their teaching practice and to determine the level of readiness in terms of subject

knowledge and subject competence of the teacher trainees. The respondents of this

research were 34 and 39 third and fourth year TESL students respectively. The

respondents were required to answer the questionnaires. Five lecturers who had taught

the TESL programme and went out to supervise the teacher trainees from the

Department of Modern Language (FPPSM) participated in the interview sessions. All

the data obtained from the questionnaires and interview sessions were analyzed

manually. The findings of this research proved that the exposure to the several subjects

before teaching practice really helped the teacher trainees in performing their teaching

practice. The teacher trainees were able to apply all the skills and techniques gained in

the real classroom context. However, this research proved that many of the teacher

trainees were not prepared in terms of subject knowledge and subject competence. Most

of the trainees do not have deep understanding on subject knowledge and are still

encountering problems in terms of their language proficiency. To conclude, the findings

of this research offered some recommendations to further improve the performance of

TESL teacher trainees during the teaching practice. The suggestions given would help

the teacher trainees to enhance the level of readiness in terms of their subject knowledge

and subject competence. This would enable the trainees to perform their teaching

practice more effectively.

vi

ABSTRAK

Latihan Mengajar adalah suatu kursus yang ditawarkan kepada guru-guru pelatih

Fakulti Pendidikan, Universiti Teknologi Malaysia. Kursus ini akan memberikan ruang

kepada guru-guru pelatih untuk melatih kemahiran mengajar mereka di bawah

penyeliaan guru pembimbing. Kajian ini dijalankan untuk mengkaji keberkesanan

subjek-subjek yang telah ditawarkan kepada guru-guru pelatih sebelum mereka

menjalani latihan mengajar. Selain itu, kajian ini juga bertujuan untuk menilai tahap

kesediaan guru-guru pelatih dari segi kesediaan pengetahuan dalam bidang mereka serta

kecekapan subjek pengajaran mereka. Responden kajian ini terdiri daripada 34 orang

guru pelatih (TESL) tahun tiga dan 39 orang guru pelatih(TESL) tahun empat.

Responden telah menjawab satu set borang soal-selidik yang telah diedarkan. Lima

orang pensyarah dari Fakulti Pengurusan dan Pembangunan Sumber Manusia yang

mempunyai pengalaman mengajar subjek-subjek TESL serta telah menyelia guru-guru

pelatih telah ditemuramah. Semua maklumat yang diperolehi melalui borang soal-selidik

serta temuramah telah dianalisis secara manual. Hasil dapatan kajian ini membuktikan

bahawa pendedahan beberapa subjek kepada guru-guru pelatih sebelum mereka

menjalani latihan mengajar amat membantu mereka semasa menjalani latihan mengajar.

Guru-guru pelatih dapat mengaplikasikan semua kemahiran dan teknik yang telah

dipelajari dalam konteks pengajaran yang sebenar. Walaubagaimanapun, kajian ini

membuktikan bahawa kebanyakkan guru pelatih tidak bersedia dari aspek kesediaan

pengetahuan dalam bidang mereka serta kecekapan subjek pengajaran mereka. Guru-

guru pelatih ini tidak mempunyai pengetahuan yang mendalam dalam bidang mereka

serta masih menghadapi masalah dalam penguasaan bahasa. Selain itu, hasil dapatan

kajian ini juga memberikan beberapa cadangan yang dapat mempertingkatkan lagi tahap

kesediaan guru-guru pelatih TESL dari aspek kesediaan pengetahuan dalam bidang

mereka serta kecekapan subjek pengajaran mereka. Ini membolehkan guru-guru pelatih

menunjukkan prestasi yang lebih baik semasa menjalani latihan mengajar.

vii

TABLE OF CONTENTS

CHAPTER TITLE PAGE

DECLARATION ii

DEDICATION iii

ACKNOWLEDGEMENT iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENTS vii-xi

LIST OF TABLES xii

LIST OF FIGURES xiv

LIST OF ABBREVIATIONS xv

LIST OF APPENDICES xvi

1 INTRODUCTION 1

1.0 Introduction 1

1.1 Background of the problem 3

1.2 Statement of problem 4

1.3 Objectives of the research 6

1.4 Research questions 7

1.5 Significance of the study 7

1.6 Scope of the study 9

1.7 Definition of the terms 10

viii

1.7.1 Subject knowledge 10

1.7.2 Subject competence 10

1.7.3 Knowledge 10

1.8 Conclusion 11

2 LITERATURE REVIEW 12

2.0 Introduction 12

2.1 Teaching Practice 13

2.1.1 Objectives of teaching

practice 15

2.1.2 The importance of teaching

practice 16

2.1.3 Characteristics of a good

teacher 17

2.1.3.1 Commitment to students

and their learning 18

2.1.3.2 Knowledge of subjects 18

2.1.3.3 Ability to manage and monitor

students’ learning 19

2.1.3.4 Ability to think about

teaching and learn from

experiences 19

2.1.3.5 Participation in learning

communities 19

2.1.4 Elements of good teaching 20

ix

2.2 Teaching as a Profession 22

2.2.1 Knowledge of Learners and Their

Development 23

2.2.2 Knowledge of Subject Matter

and Curriculum Goals 24

2.2.3 Knowledge of Teaching 25

2.3 Teacher Training Programmes 26

2.4 Teacher’s Education Curriculum in

Universiti Teknologi Malaysia 27

2.4.1 Compulsory Courses 29

2.4.2 Core Programme Courses 30

2.5 Teacher’s Subject Matter Knowledge 31

2.5.1 Content Knowledge 33

2.5.2 Pedagogical Content Knowledge 34

2.5.3 Curriculum Knowledge 35

2.6 Subject Competence 35

2.7 Implications for Teacher Preparation 36

2.8 Conclusion 37

3 METHODOLOGY 39

3.0 Introduction 39

3.1 Respondents 40

3.2 Research Instruments 41

3.2.1 Questionnaires 41

3.2.2 Interviews 42

3.3 Research Procedures 43

3.3.1 Administration of Questionnaires 44

x

3.3.2 Administration of the Interview 45

3.4 Data Analysis 45

3.5 Conclusion 46

4 FINDINGS AND DISCUSSIONS 47

4.0 Introduction 47

4.1 Findings 47

4.1.1 Background Information 48

4.1.1.1 Gender of the respondents 49

4.1.1.2 Race of the respondents 50

4.1.1.3 Year of study of the

respondents 51

4.1.1.4 Experience in teaching

English 52

4.2 Subject Competence 53

4.3 Effectiveness of the courses taught 54

4.4 Level of readiness in terms of subject

knowledge 61

4.5 Level of readiness in terms of subject

competence 66

4.6 Discussions 71

4.6.1 Effectiveness of the courses

taught 71

4.6.2 Level of readiness in terms of

subject knowledge 74

4.6.3 Level of readiness in terms of

subject competence 77

4.7 Conclusion 80

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5 CONCLUSIONS AND RECOMMENDATIONS 82

5.0 Introduction 82

5.1 Conclusions 83

5.2 Recommendations based on

findings 88

5.3 Recommendations for future research 91

BIBLIOGRAPHY 92

APPENDICES 96

xii

LIST OF TABLES

TABLE NO. TITLE PAGE

2.3 Syllabus of a TESL training programme 27

2.4 Course Components for Bachelor of

Science in Education (TESL) 28

4.3 Responses Based on the Frequency and

Percentage for the Effectiveness of the

Courses Taught to the Teacher Trainees 54

4.3.1 Responses Based on the Frequency for the

Effectiveness of the Courses Taught 59

4.4 Responses Based on the Frequency and

Percentage for the Level of Readiness in

Terms of Subject Matter 61

4.4.1 Responses Based on the Frequency and

Percentage for the Level of Readiness in

Terms of Subject Knowledge 62

4.5 Responses Based on the Frequency and

xiii

Percentage for the Level of Readiness in

Terms of Subject Competence 66

4.5.1 Responses Based on the Frequency and

Percentage for the Level of Readiness in

Terms of Subject Competence (Practices

and Skills) 69

xiv

LIST OF FIGURES

FIGURE NO. TITLE PAGE

2.1 Training for Professional Practice 14

2.2 A Framework for Understanding

Teaching and Learning 22

2.5.1 Interconnections between effective

teaching and content knowledge 34

4.1.1.1 The gender of the respondents 49

4.1.1.2 The race of the respondents 50

4.1.1.3 Year of study of the respondents 51

4.1.1.4 Experiences in teaching English 52

4.2 Rank of important TESL courses 53

xv

LIST OF ABBREVIATIONS

FOE - Faculty Of Education

TESL - Teaching English as a Second Language

UTM - Universiti Teknologi Malaysia

FPPSM - Fakulti Pengurusan dan Pembangunan Sumber Manusia

xvi

LIST OF APPENDICES

APPENDIX TITLE PAGE

A Questionnaire 96

B Interview Questions 106

C Analysis of the Questionnaire 108

CHAPTER 1

INTRODUCTION

1.0 Introduction

According to Brown (1980), teaching can be defined as “showing or helping

someone to learn how to do something, giving instructions, guiding in the study of

something, providing with knowledge and causing to know or understand something”.

Chitravelu (2005) stated that a teacher requires practice in using the skills involved in

teaching before teaching in the real classroom context. A good teacher should be able to

demonstrate and practice various teaching skills and behaviours.

In addition to that, Kennedy ( 1990 ) believed that a good teacher should show

that they are the masters of the subject, exhibit passion for their field and create a

positive environment for learning. It is very crucial for a teacher to know the subject and

be truly knowledgeable in the subject area. The teacher must have the ability to

demonstrate comprehensive knowledge of the subject. A good teacher must also know

the field of specialization very well to make the subject interesting and attract the

students’ attention to learn.

2

Kennedy ( 1990 ) stated that a good teacher needs to ‘understand subject matter

deeply and flexibly so that they will be able to help students create useful cognitive

maps, relate one idea to another and address misconceptions ’. Teachers must see how

ideas are connected across fields and with everyday life. The deep understanding of the

subject matter will provide a foundation for content knowledge which will enable the

teachers to make ideas accessible to others.

A teacher should also have the enthusiasm on the subject matter to be a good

teacher. A competent teacher must be very interested in the subject matter. They should

have the ability to show interest in the teaching process too. It is crucial for a teacher to

show interest in the teaching and learning process as it will influence the students’ level

of motivation during the learning process.

In brief, it is important for teacher trainees to be exposed to the real teaching

world where they will be able to apply their knowledge. According to Murphy (2003),

teaching practice is a central component in the teacher education programmes. Teaching

practice will be the time that trainee teachers will get to work with experienced teachers.

This is a crucial step in learning to be an effective teacher. It is also the time for trainees

to put into practice the theories that they have learned in their course. In short, teacher

trainees will be able to apply their subject knowledge and subject competence by

undergoing teaching practice.

3

1.1 Background of the problem

Many of the teacher trainees who have undergone their teaching practice found

that they are not well – prepared in terms of subject knowledge and subject competence.

According to Murphy ( 2003 ), teaching is often related with subject matter and teacher

transmission. It is highlighted that “a teacher is an expert in the subject matter and thinks

mainly of himself or herself and the content to be taught”. In order to deliver an effective

lesson, teacher trainees should be able to apply their knowledge to make the subject

interesting and accessible to students (Brooks, 2004). Teachers need to understand what

the students like about the subject, what makes it difficult for them and what their

common misconceptions are. However, many of the teacher trainees are not able to

deliver the lesson effectively because they do not have a flexible understanding of

subject matter. Moreover, the trainees are not able to anticipate and respond to typical

student patterns of understanding and misunderstanding within a content area

(Hammond, 2005).

In addition, many teacher trainees have difficulties in the teaching process

because they lack sufficient understanding of the subject matter (Kennedy, 1990). The

trainees are not able to appreciate how knowledge in their subject is created, linked to

other disciplines and not able to apply the subject matter knowledge with the real-world

settings (Hammond, 1995). Basically, knowledge of the subject is very important in a

teaching process. Gaudart (1988) stated that “training teachers in the pedagogical

behaviour of explaining cannot succeed if teachers do not adequately understand the

content they are supposed to explain”. This shows that the level of readiness in terms of

subject knowledge plays an important role in the teaching and learning process of a

teacher trainee.

4

The lack of subject knowledge among teacher trainees will affect the teaching

process too (Blake, 1995). Chacon (2005) highlights that subject matter knowledge is

the amount and organization of the knowledge in the mind of the teacher. Teachers with

only a limited knowledge of a subject may avoid teaching difficult or complex aspects.

This is to avoid students’ participation and questioning. The limited subject knowledge

of the teacher trainees will prevent teacher trainees from giving meaningful explanations

to the students.

In addition to that, Chacon (2005) believed that many teacher trainees are less

competent in handling their duties as a teacher. Many of them do not show interest in

delivering the lesson as they often view language as an ‘object’. As a result the

instruction often becomes fragmented, decontextualized, teacher-centered and separated

from students’ needs and interest. In short, subject knowledge and subject competence

are very crucial in developing and producing an effective teacher.

1.2 Statement of problem

According to Buku Panduan Akademik Ijazah Sarjana Muda (Sesi 2003 / 04)

Fakulti Pendidikan, teaching practice is a compulsory course that all the third year

students of Faculty of Education ( FOE ) should take in order to graduate. The students

are required to undergo their teaching practice for twelve weeks at a specific school that

is chosen by the FOE. The main purpose of teaching practice is to enable all the teacher

trainees to perform all the theories and teaching skills that have been exposed to them

throughout the TESL programme. Moreover, the teacher trainees will be able to apply

all the knowledge and skills gained in the real teaching world.

5

As stated by Murphy (2003), teaching practice component is central to all teacher

education programmes. Teaching practice will be the time when the teacher trainees will

be working with real learners in the real teaching world. Teacher trainees will be able to

apply and refine their teaching skills in the classroom. However, many of the TESL

teacher trainees are not well – prepared to undergo their teaching practice as they are not

ready in terms of subject knowledge and subject competence.

First, teacher’s subject knowledge is very crucial in order to develop an effective

teaching. By not knowing the subject knowledge well, teacher trainees will not be able

to transfer the knowledge to their students at their level of understanding. This will result

in negative consequences whereby the students will not be able to comprehend what the

teachers are trying to teach.

The level of mastery in subject knowledge is also crucial to deliver the lesson.

The teacher should be knowledgeable in the subject area. Trainee teachers will

encounter difficulties to teach efficiently if they have not mastered their subjects well.

On the other hand, teacher trainees will not be able to deliver meaningful explanations

due to limited subject knowledge.

According to Bowers (1987), many teacher trainees are having problems to

perform their teaching practice due to the lack of subject competence. Subject

competence is one of the important elements as it will help teacher trainees to manage

the class. As many of the teacher trainees are not competent, they might have difficulties

in performing the teaching practice successfully and effectively.

6

In brief, teacher’s knowledge of their subject matter and the importance of this

knowledge are important for a successful teaching process. Milne (1999) highlighted

that a teacher should master the knowledge of the subject itself and knowledge of the

curricular development. In addition, a teacher should be competent in delivering an

effective lesson. The mastery of subject knowledge and subject competence will

influence the level of readiness among teacher trainees in performing their teaching

practice.

1.3 Objective of the research

It is hoped that through this research, the researcher will be able to :

1.3.1 identify the importance of the courses taught to the teacher trainees at the

university before undergoing teaching practice

1.3.2 determine the level of readiness in terms of subject knowledge among the

teacher trainees in performing teaching practice

1.3.3 determine the level of readiness in terms of subject competence among the

teacher trainees in performing teaching practice

7

1.4 Research questions

This research has been designed to provide answers to the following questions :

1.4.1 How effective are the courses taught to the teacher trainees before they

undergo teaching practice ?

1.4.2 What is the level of readiness in terms of subject knowledge among the

teacher trainees during teaching practice ?

1.4.3 What is the level of readiness in terms of subject competence among the

teacher trainees during teaching practice ?