This study was aimed to examine the roles of teacher and their challenges in developing students' morality. The data was collected from online database including PubMed, Science Direct and Google. The both qualitative and quantitative studies were reviewed and synthesized in a narrative format. There were seven roles of teachers being found in this study. There are moral model, moral mentor, caregiver, moral value conveyer, facilitator, counsellor and communicator. The challenges of teachers in developing students' morality were also discussed in this study. There are method of teaching and evaluation, lack of interest, qualification of teacher, the expectation of parents and society, the distance between school values and family values and communication with parents.

This study explored the experience of preservice teachers in a coursework that was instructed using the Narrative Approach in University Putra Malaysia. In doing so, the study intended to examine the perceptions of the preservice teachers about learning in a Narrative Approach classroom. This study is a case study of six preservice teachers in their sixth semester of the Teacher Education Programme in UPM. The main data collection technique was semi-structured interview with the six preservice teachers and triangulation with the researcher's class observation and semi-structured interview with the LHE 3313's (Moral Issues and Conflicts). The data were transcribed, analysed and the emerging themes were categorised and discussed. The findings revealed that the preservice teachers generally had mixed perceptions including pleasant and unpleasant experiences towards learning using the Narrative Approach. This study has crucial implications for Moral Education instructors and curriculum developer in creating a more effective and successful teaching approach of the courses especially for preservice teachers.

This paper discusses how the Narrative Approach has the potential to be one of the alternative teaching approaches in the teaching and learning process of Moral Education. This paper begins with an introduction to Moral Education in Malaysia. Also described in this paper is the history of how Moral Education in Malaysia began. Next, this paper discusses the Standard Curriculum and Assessment Document (DSKP) policy that drives the direction of the Education system in Malaysia in terms of, what is to be achieved and how it should be implemented in achieving the goals outlined. Then, the discussion continued by detailing the teacher training program for Moral Education teachers in Malaysia. Finally, this paper elaborates the description of the Narrative Approach and how its implementation in a teaching and learning process can provide the best added value to teachers and students; especially in producing ‘student-centered’ learning.

With the development of teachers’ psychological cognition, the moral education curriculum develops as per the changes in times. Currently, a resurgence of interest on studying teachers’ perceptions of the moral education curriculum has observed. This is because moral education curriculum of each country plays a unique role in the overall design of the country’s education curriculum. However, studies on teachers’ perceptions of the moral education curriculum are scarce, and no framework has been developed to guide the teaching and learning of teachers for the moral education curriculum for schools. The moral education curriculum serves as one of the main vehicles for value education, with teachers as direct executors. It can influence the overall development of the school system and long-term development of a country. Thus, in this paper, we reviewed current literature related to teachers’ perceptions of the moral education curriculum and developed future trends considering teachers’ perceptions of the moral education curriculum in improving existing moral education programs in a country. We identified a list of keywords related to moral education curriculum and teacher perceptions and relevant to the scope of this study. These keywords were used to search the articles from the Scopus and WoS studies. Overall, 32 papers meeting the search criteria were retrieved. Further, we conducted thematic studies, and four themes were successfully identified: the model of teacher perceptions of moral and national education, the dimensions of the teacher ethics model (framework), teaching strategies, and the role of teachers. The results of this study suggested a new framework for research trends in teachers’ perception models, particularly toward the moral education curriculum. This study contributed to the knowledge regarding teaching and learning approaches of moral education considering teachers’ perceptions of the moral education curriculum. The findings of study would benefit future studies and would improve the implementation of a country’s moral education program.

Of the four basic skills, namely, reading, is a fundamental tool that supports the development of other skills. In Chinese tertiary education, reading is a compulsory core subject for students. Although the benefits of teaching English reading through literature circles have been recognized in other countries for decades, there is still an insufficient practice of this activity among English-major students in the Chinese university context. This study aims to investigate the attitudes of Chinese English-major students toward literature circles as a method of teaching reading, and to determine the benefits of reading literature in language learning. The study employs a one-shot case study involving only one group exposed to the treatment, followed by a measure. Quantitative and qualitative data were collected to determine the participants' attitudes toward literature circles and their perception of the benefits of reading literature. An intact class of 41 students participated in this extracurricular reading activity through the convenience sampling method. The result obtained from the eight closed-ended questions indicated that the participants generally held favorable views toward literature circles. The results from the focus group interviews confirmed the benefits of reading literature in terms of cultural, linguistic, and personal enrichment. The findings suggest that more longitudinal studies involving comparison groups or qualitative studies are necessary to better understand the benefits of literature circles.