Studentsâ Assessment Administration among Preschool Teachers

Abdullah, Mohd Firdaus; Nor, Mariani Md; Damaety, Fonny; Rahman, Misran

doi:10.6007/ijarbss/v7-i10/3388

Cited by 4 publications

(4 citation statements)

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“…In terms of teaching approach, the study found that most preschool teachers prefer the traditional method, which involves teaching literacy and memorising vocabulary. Even though preschool teachers are aware of effective teaching approaches, the recommended approach did not seem to be properly adopted (Abdullah et al, 2017). A study by Michaelidou and Pitri (2022) found that preschool teachers intend to be creative in teaching, but they are unsure of how to accomplish this.…”

Section: Discussionmentioning

confidence: 99%

“…Majzub (2013) drew the attention of Malaysian preschool education to the low level of confidence among teachers in using English to teach. Furthermore, Abdullah et al (2017) found preschool teachers lack the basic skills required to teach ELT. The problem appears to persist, as Abdul Aziz (2019) found that preschool teachers were ineffective in ELT.…”

Section: Discussionmentioning

confidence: 99%

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Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)

Mohamad,

Mohamed,

Abu-Bakar

2024

EUROPEAN J ED RES

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<p style="text-align: justify;">The introduction of English language teaching (ELT) at the preschool level has been widely discussed by researchers. While most agree with ELT at preschool level, considerable issues are faced in learning a second, third, or foreign language. Therefore, this systematic review discusses the issues preschool teachers face in implementing ELT and their beliefs on how ELT should be applied to young children. Using three renowned databases, namely Scopus, Web of Science (WoS), and Educational Resources Information Centre (ERIC), 34 articles were extracted out of 85 articles, from 2012 to 2022, with exclusion and inclusion criteria taken into consideration. The findings of this study showcased eight main issues faced by preschool teachers in implementing ELT: English language proficiency, pedagogical skills, teacher perception, curriculum, teaching resources, training, socio-cultural, and classroom environment. In terms of preschool teachers' beliefs about ELT, there are four main issues: Bilingual education, children's characteristics, curriculum alteration, and teachers’ experience. Generally, these findings will guide teachers, responsible authorities, and researchers to acquire an overview of the actual issues that occur in the implementation of ELT in preschools as well as the appropriate measures to overcome them, starting from the preschool teachers' beliefs.</p>

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)

Mohamad,

Mohamed,

Abu-Bakar

2024

EUROPEAN J ED RES

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“…Research [24] shows that teachers' unclear understanding of knowledge and lack of mastery of the curriculum contents shows the failure of the teacher in implementing the 2010 National Preschool Curriculum Standard (KSPK). Another research [25] found that preschool teachers have good knowledge on assessments, but they have no skill in implementing assessments based on KSPK. This is because the curriculum for early childhood education is not only focused on teaching children to master reading, writing and counting skills; rather, priority is given to increase their potential in all developmental aspects for a holistic and balanced development [7].…”

Section: Preschool Teachers As Curriculum Implementorsmentioning

confidence: 99%

“…Thus, there is no exemption for preschool teachers at public or private levels from mastering the contents of KPK, now known as KSPK Revised 2017. Therefore, preschool teachers need to be given early exposure to the use of KSPK [25].…”

Section: Preschool Teachers As Curriculum Implementorsmentioning

confidence: 99%

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2018

JSSH

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When discussing the education system quality of a country, the main focus points to teachers' professionalism. Teachers are the foundation to the education system as they are the implementors to the policy, curriculum goal and the government's desires. Professional teachers will always perform the duties and responsibilities assigned to them with full dedication. In formal education in Malaysia, preschool is the most critical period to prepare children with various skills, self-esteem and positive attitudes for the next phase of learning. Even though many efforts have been implemented by the ministry to increase teachers' professionalism, there still exists preschool teachers who failed to implement the curriculum as expected. Thus, this concept paper discusses the concept of Developmentally Appropriate Practices (DAP) to build the professionalism of preschool teachers. DAP is the basic knowledge that needs to be mastered by preschool teachers regarding appropriate teaching and learning strategies for children.

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The Teachers’ Knowledge About New Preschool Curriculum

Masnan

Sharif

Dzainuddin

et al. 2021

IJEPC

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The new preschool curriculum in Malaysia is known as the National Preschool Standard-Based Curriculum (NPSC) (Revised 2017) requires knowledgeable, well-skilled and more experienced teachers in its implementation. This study aimed to identify the teachers’ level of knowledge about the new preschool curriculum from the private sector. A total of 269 private kindergarten teachers in a Selangor district were randomly selected as respondents. They were asked to respond to the questionnaire and the data collected were then analysed descriptively. Overall findings showed that the majority of those private kindergarten teachers had a High Level of knowledge about the new preschool curriculum. The demographic details also revealed that the majority of private kindergarten teachers had more years of experience, but half of them did not have any professional qualifications and not involved in professional development. In conclusion, these findings explained that though half of the private kindergarten teachers do not meet the professional criteria, they have good knowledge of NPSC (Revised 2017). This study has suggested that further research relating to the preschool curriculum is needed and provides supportive information to the Ministry of Education (MOE) and local private kindergartens.

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Studentsâ Assessment Administration among Preschool Teachers

Cited by 4 publications

References 1 publication

Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)

Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)

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The Teachers’ Knowledge About New Preschool Curriculum

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Studentsâ Assessment Administration among Preschool Teachers

Cited by 4 publications

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Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)

Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)

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The Teachers’ Knowledge About New Preschool Curriculum

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Studentsâ Assessment Administration among Preschool Teachers