Science Teacher Preparation: A comparative study of Malaysia and Singapore

Introduction

Debate about the quality teachers has been a hot topic in many nations since years ago.
However, there is little consensus in regard to the sources and reasons behind the supposedly
low quality of teaching in schools hence, the best strategies to improve teachers quality is
through proper trainings among the in-service teachers or pre-service teachers. Since the mid
1990s, the world has been constantly changing around us and this fact has challenged the
Ministry of Education (MOE) to make fundamental paradigm shifts in the strategic direction
of the education system so that it is geared to meet the needs of Malaysia in the 21st century
(PIPP, 2006). First, globalization is rapidly redirecting the economic landscape and
redefining the international workplace in which nations have to work. Second, technological
change is speeding up as a result it changes the ways the individuals live and work. Third,
intellectual capital increasingly will become the basis for competitive advantage among
companies and nations. Therefore, education in Malaysia must equip successive generations
to thrive in an intensely competitive global marketplace, to instil them with moral attitudes,
enterprising and innovative mindsets, and to ensure they are technologically savvy, flexible
and willing to continually learn and upgrade their skills. To succeed in this endeavour,
Malaysia crucially needs a high-quality teaching workforce with the values, instincts, life
skills and competencies on which we entrust them with the heavy responsibilities of
moulding the lives of our young generation. The MOE is aware of the need to equip
Malaysian schools with quality teachers to cope with the realities of the 21 st century (Asariah,
2007). Since embarking on the Smart School, Cluster School, High Performance School in
the blueprints of Pelan Induk Pembangunan Pendidikan (PIPP) and Pelan Pembangunan
Pendidikan Malaysia (PPPM), the MOE has regarded teachers as central to this whole change
process and as exemplary role models in seeking out new ideas, learning and practices, and
continuously innovating and refreshing their own knowledge. The MOEs goal of building up
a qualified teaching force is achieved through a process of careful and detailed planning,
aggressive teacher recruitment, comprehensive training and effective teacher retention. The
purpose of this paper is to describe on similarities and differences in the preparation of
primary science teachers in Malaysia and Singapore and finding mutual lessons for sustaining
improvement in science teacher preparation that can be learnt from both countries.

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Limitation of this study

This paper will discuss the preparations and qualification for pre-service science teachers
who involve in teaching pupils in national primary education in Malaysia and Singapore.
However it focuses on the context of Institute of Teacher Education in Malaysia (Institut
Pendidikan Guru -IPG) and National Institute of Education (NIE) in Singapore for
undergraduate Science Education (Primary) full time programme only. It does not aim to give
definition on scientific literacy and its relation with teacher preparations. All comparisons are
based on library research only.

Why compare between Malaysia and Singapore

The main reason to compare these two counties is to understand the strength of Singapore in
promoting education in the country until it is listed among the best country in TIMSS and
PISA surveys in 2009. In TIMSS 2009 results, Malaysias performance had slipped to below
the international average in both Mathematics and Science (PPPM, 2013) with a
proportionate drop in ranking. Critically, 18% and 20% of Malaysias students failed to meet
the minimum proficiency level in science and mathematics. These students were identified as
possessing only limited mastery of mathematics and science literacy (PPPM, 2013). Table 1
shows the comparison of PISA 2009, Malaysia against other countries.
Table 1: Comparison of Malaysias PISA 2009+ ranking against other countries

Source: Malaysia Education Blueprint 2013-2025

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A difference of 38 points on the PISA scale is equivalent to one year of schooling. A
comparison of scores shows that 15-year-olds in Singapore, South Korea, Hong Kong, and
Shanghai are performing as though they have had 3 or more years of schooling than 15-year-
olds in Malaysia (PPPM, 2013). Despite wide acceptance that the world is becoming a global
village, the mass of comparative studies have tended to reflect a regionalist tendency such as
teacher education. While a regionalist approach has its advantages, not least of which is the
intended co-operation in matters of economic development, there seems to be a growing
disengagement between developed and less developed countries in matters of educational
development, thus widening rather than narrowing the gap between the two worlds. In
addition, the case of the Malaysia and Singapore is sufficiently compelling given the past
relationship that they once had been ruled by the same system of education and have almost
the same cultural and multi-national background so some similarities and differences can be
use to improve the education systems in both countries. Now let us have some overviews on
Malaysian and Singapore education system.

Overview of the Malaysia Education System

The mission of education in Malaysia is to develop individual potential through quality

education that is to produce loyal and united Malaysians who are devout, honourable,
knowledgeable, competent and contented, provide manpower for the development needs of
the nation and provide educational opportunities to all Malaysians (PIPP,2010). The Ministry
of Education is responsible in reviewing and approving school education curriculum. Every
child in Malaysia undergoes at least 11 years of general education, comprising six years of
primary (elementary) education and five years of secondary education. In October 2011, the
Ministry of Education launched a comprehensive review of the education system in Malaysia
in order to develop a new National Education Blueprint, PPPM (PPPM,2013). This decision
was made in the context of rising international education standards, the Governments
aspiration of better preparing Malaysias children for the needs of the 21st century, and
increased public and parental expectations of education policy. Since then the medium of
instructions use in teaching science has shifted from English language to Malay Language in
the public schools as to fulfil the demands from most of the Malaysian educators and parents.
Students have to sit for major national examinations at the end of their primary and two major
national examinations in secondary education .

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Overview of the Singapore Education System

When Singapore gained its independence in 1965, most of its population of two million
people were unskilled and illiterate. The government invested in education, and by the early
1970s, all children had access to lower secondary education. The mission of education in
Singapore is to mould the future of the nationthat is, to shape the learning of young
people who will determine the future of the nation. As a system, the key advantage of
Singapore education is that it is well structured and efficient in providing educational
pathways and differently paced curricula to cater to the different needs, capabilities, aptitudes
and learning modalities of students. To do so, the system identifies as early as possible the
different abilities and interests of students and then mass customizes flexible educational
programs to cater to the varying requirements of each group of students. Singapores
education system therefore is geared towards broad-based holistic education allowing
students to draw from a diversity of knowledge, learning experiences and opportunities so
that they can pursue their passions and develop special talents. The goal also is to nurture and
prepare Singaporeans to go forward with a strong social conscience and mindset so that they
will be ready to compete in the highly innovational, highly entrepreneurial economy of the
future (Chen, 2000; Lee, 2006;MOE, 1999; Shanmugaratnam 2001). Every child in Singapore
undergoes at least 10 years of general education, comprising six years of primary
(elementary) education and four years of secondary (high school). Singapore has a policy of
bilingualism, where students learn in English but are taught the language of their ethnicity,
referred to as their "mother tongue" (Hodge, 2007). Students have to sit for major national
examinations at the end of their primary and secondary education. Just like Malaysia,
Singapore is also practises a centralised education system which control by the Ministry of
Education.

Primary Education

The duration for primary education in both countries is similar which involve six years
education in general. However in Singapore, the pupils of the primary level go through two
stages: (a) a four-year foundation stage, from primary one to four (grades 1 4); and (b) a
two year orientation stage from primary five to six (grades 5 and 6). The emphasis during the
foundation stage is on basic literacy in English and their mother tongue (i.e., Chinese, Malay
and Tamil languages) and Mathematics. Arts and crafts, health and physical education, moral
education, music, science and social studies are included in the curriculum to ensure that

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students have a good grounding across different areas of study. Similar to Singapore, the
pupils in Malaysia also go through two levels known as Level One and Level Two. Level
One comprises of year 1 to year 3 and Level Two consists of Year 4 until Year 6. Science is
introduce to the pupils since Year One. Currently the Level One is using new curriculum
known as Kurikulum Standard Sekolah Rendah (KSSR) which is implemented in 2011 and
Level Two is still using the Kurikulum Bersepadu Sekolah Rendah (KBSR) which will be
eliminated in stages starting from next year. Furthermore, primary education seeks to provide
pupils with moral values and life skills, and to develop pupils thinking and communication
skills. The table 2 below shows the subjects offered in the primary schools in Malaysia and
Singapore.

Table 2: Comparison of subjects taught in primary schools in Malaysia and Singapore

Subjects Offered In The Primary Schools according to level
Year/ grade Malaysia Singapore

1 1. Malay language 1. English language

2. English language 2. Chinese, Malay and Tamil
3. ,Chinese, and Tamil languages (known as CMT)
2 languages) 3. Mathematics.
4. Mathematics, 4. Music, Art and crafts;
5. World of Arts, 5. Civics and Moral Education
6. World of science and (CME) and
3 Technology 6. Physical Education
7. Ethnic Languages i.e Iban
and Kadazan Languages
(Optional),
8. Physical education, Note* The study of science is introduced
9. Islamic Education / Moral in Primary Three (children aged
Education eight/nine onwards)
Note* The study of science is
introduced in Primary One
(children aged seven onwards)
4 1. Malay Language
2. English Language
3. Mathematics
4. Science
5 5. Islamic/Moral Education 1. English;
6. Music Education 2. Chinese, Malay or Tamil; CMT
7. Physical Education, 3. Mathematics
8. Arts 4. Science
9. Living Skills 5. Social studies
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10. Civic and Citizenship 6. Art and crafts
Education And 7. music
11. Local Study. 8. Physical Education (PE); and
9. Civics And Moral Education
(CME).

Role of the Ministry of Education

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Responsibility for appointing teachers to meet the needs of the Malaysia and Singapore
school systems lay primarily on their Ministry of Educations respectively. The Singapore
MOE uses feedback gathered annually from schools as well as its own data to plan for
personnel needs and also attempts to do strategic forecasting to resolve both short-term needs
and long-term system requirements such as planning for new schools, initiatives and
programs (Shanmugaratnam, 2004). Since 2004, the profession has been increasing about
1,900 teachers per year, and will continue to recruit close to that number every year over the
next five years (Shanmugaratnam, 2004). The Singapore teaching force stands at 28,500 in
2005, up from 24,600 in 2001, and is on track to reaching 30,000 by 2010 (Shanmugaratnam,
2006a). The MOE seeks to recruit teachers from the top one-third of each cohort of
Singaporeans. This means the MOE attracts recruits from university-degree holders and those
who have done well in the polytechnical schools to be trained teaching in National Institute
of education (NIE) (Teo, 2000). Similar to Singapore, the Malaysian Ministry of Education
has mandated the Malaysia Institute of Education ( Institut Pendidikan Guru Malaysia-IPGM)
to train the pre-service primary schools teachers and Division of Teacher Education (
Bahagian Pendidikan Guru- BPG) to train the in-service teachers for both primary and
secondary teachers. In 2005, there was about 190,314 teachers working in the Malaysian
primary schools and only 6.1 per cent of them were graduates teachers (Malaysia Education
Blueprint, 2013). By 2010, MOE challenge is to increase teacher qualifications with a target
of 50 per cent of teachers are graduates trained. Malaysian MOE has created a new history
when upgraded the 27 Teacher Training Colleges to the Institute of Teacher Education
(Institut Pendidikan Guru-IPG) which was approved by the Cabinet on July 13, 2005.
Subsequently, in 2007, the first intake of the 4-year degree-level course comprising 3725
students enrolled for the Bachelor of Teaching (PISMP) programme. The IPG is conducting
the education degree programmes for the primary school teachers. The next section will
describe the academic qualifications required to become a teacher in detail

Academic Qualifications Required for Teaching

If you want to see growth in this country, then teaching has to be the thing. Youve got to
work with the most valuable resource this country has, where you can direct and mould the
intellect of so many people. Author :Unknown

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Each day increasing number of applications in teaching profession is very significant.
Teaching is one of the highly respected profession by the nations especially in Malaysia and
Singapore. The recruitments of trainee teachers in Malaysia is basically based on the
academic achievement of the applicants. Only the best candidates in academic and softskill
will be recruited. In Singapore the interested applicants are invited to attend Teaching as a
Career recruitment seminars organized by the Singapore MOE and held regularly during the
year. The admission criteria for primary science graduate teachers can include any one of the
following academic qualifications: (a) the General Certificate of Education (GCE)
Advanced level (Grade 12) passes at least two subjects with H1 level including General
Paper at H2 level, minimum grade C6 in at least five subjects including English Language
and pass Mother Tongue language B; or (b) a International Baccalaureate diploma holders.
While in Malaysian context, the admission criteria is relatively strict and rigid such as
applicant has to pass in the pre-requisite teaching programme examination which only
conducted by the IPG. Refer Table 2 for entry requirements.

Table 2: Comparison of entry requirement for teacher preparation programmes in Malaysia

and Singapore
Malaysia Singapore
1. Pass the pre-requisite teaching 1. Pass GCE A level with certain
programme examination conducted requirements
by the IPG 2. Pass Diploma in International
Baccalaureate

In both cases once the individuals meet the academic qualifications, they are then shortlisted
for the interview process, wherein each application is considered in competition with that of
other applicants. The interviewers seek to learn more about the following qualities in an
individual:
passion for teaching
ability to communicate well with others
creative and innovative spirit
confidence
leadership qualities
good role model

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Recruitment, training and deployment of teachers in Singapore and Malaysia are quite
similar. First, it is important to emphasize that individuals who are hired as trainee teachers
are regarded as full civil-servant employees (called General Education Officers in Singapore
and Graduate Education Service Officer in Malaysia) of the ministry. Therefore, all trainee
teachers are guaranteed teaching positions and are automatically deployed to schools upon
completion of training at NIE and IPG. Second, as civil servants, all trainee teachers in
Singapore receive a full monthly salary, including Central Provident Fund4 (CPF)
contributions, year-end bonuses, NIE tuition grant, and other benefits due all civil service
employees even when they are undergoing NIE training. Depending on the individuals
qualifications, pedagogical training, working experience and gender, a teachers starting
salary ranges from $1,020 to $2,0606 (U.S.) a month (Tan & Wong, 2011). However in
Malaysia, the trainee teachers receive book and living allowances which cost approximately
about $ 170 USD monthly throughout their four years study programme. The starting salary
for the Malaysian teachers who graduate from the IPG is similar to the local university which
ranges from $ 716 USD to $789 USD. Third, all individuals hired but untrained teachers in
Singapore will be sponsored to attend the NIE for their pedagogical training in the subject
areas and grade levels that they have been hired for, similarly in Malaysia the teachers of the
same cases are also sponsored to attend degree programme in IPG via a distance learning
education programme during the weekends. Finally, because of this huge capital investment
in them in terms of salaries and tuition grants, trainee teachers are required to serve a so
called teaching bond, ranging from three to four years, after they graduate from teacher
training institute in Singapore and five years in Malaysia.

Role of the IPG and NIE in Teacher Training

The aim of establishing ITEs is to further enhance the quality of teacher education in
Malaysia (Almacen , 2010). In order to increase the number of graduate teachers and provide
quality teachers, the role of the teacher training institutes (IPGs) in Malaysia have been
shifted from training teachers in certificate and diploma levels to degree level. IPG plays an
important role in providing pre-and in-service training for primary school teachers in
Malaysia. Currently there are 27 IPGs across the country with the number of 3,129 lecturers
and the enrolment of 28.755 trainee- teachers (PIPP,2006). All the IPGs are control by a
headquarter administration known as IPGM in Cyberjaya and lead by a Rektor. In order to
improve teacher qualifications to the graduate level and to ensure the quality teaching, a

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guideline of Malaysian Quality Framework is used in developing the curriculum used in the
IPGs. MOE challenge is to rebranding and linking IPG with famous universities and colleges
abroad as well as in states such as creating Program Ijazah Sarjana Muda Perguruan
(PISMP). The PISMP curriculum was formulated centrally by the IPG Curriculum Council
and accredited by Malaysian Qualification Agency, MQA (Asariah, 2009). PISMP consists of
18 majoring courses and one of those is Primary Science Education. IPGs work with IPGM to
define academic qualification standards for hiring different categories of teachers and BPG
provides input into the interview-selection process to the IPGs for students recruitment.

In Singapore, the National Institute of Education (NIE) was established on 1 July 1991 as an
institute of the Nanyang Technological University (NTU). At present, NIE is a sole teacher-
training institution in Singapore whose primary role is training of all teachers for Singapore
local schools. NIE has an autonomous in managing the education system with its own council
and director. MOE hires the teachers, NIE train them. NIE works with MOE to define
academic qualification standards for hiring different categories of teachers and provides input
into the interview-selection process .NIE faculty are invited to be involved in the numerous
MOE curriculum-review committees, and help make recommendations for any curriculum
changes and initiatives. Such curricular changes are reflected in timely revisions to NIEs
teacher preparation programs, so that teachers are current in their knowledge and qualified.
This applies both to the training of new teachers and professional development for over
26,000 practicing teachers in the education system.

Bachelor of Science Education (Primary) Offered by IPG and NIE to Train Teachers
There are several programmes offered by IPG and NIE to the pre-service and in-service
teachers in both countries. The teaching-preparation programs help individuals to obtain a
teaching qualification (or certification) to enable him or her to teach in the school systems in
these countries. Table 3 shows the Bachelor of Science Education (Primary) offered in IPG
and NIE.
Table 3: Programmes offered in IPG and NIE
IPG NIE
(a) Bachelor of Teaching (Arts/Science (a) Bachelor of Arts/Science (Education)
Primary Education)- (BA[Ed]/BSc[Ed])

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The main focus of this study is to look into the Bachelor of Primary Science Education
(General) programme offered by these two institutions. There are some similarities and
differences which can be derived from this study. Both programmes require a four-year
duration but with different input of academic and non-academic curriculums. However there
are three similar elements that becoming three key aspects in these two teacher education
institutes which are subject matter, professional element and practical experience of teaching.

All the teacher-education programs offered by NIE generally offer several main components
of study with the following approximate distribution:
(a) Education studies (20%)
(b) Curriculum studies (50%)
(c) Practicum (25%)
(d) Language enhancement and academic discourse skills (05%)

However the main curriculum component in IPG is different from NIE based on the
requirements of Malaysian context and the education system implemented. The programme
conducts by IPG is known as Program Ijazah Sarjana Muda Perguruan (PISMP). The
following is the distribution of the PISMP components:
(a) Compulsory Course (17%)
(b) Professional study (20%)
(c) Majoring Course (34%)
(d) Elective Course (18%)
(e) Practicum and Professional Practice (11%)

Both programmes emphasize more on the subject matter where NIE has allocated 70% (a +
b) of the whole course for education and curriculum studies while IPG allocates 69 % for
course content which comprises of compulsory, majoring and elective studies (a + c + d). In
education studies (in IPGs context this course is allocated in compulsory course), trainee
teachers learn the key concepts and principles of education that are essential for effective
teaching and reflective practice in schools. These courses also give the trainee teachers the
opportunity for in-depth study of some significant aspects of education. Curriculum studies
modules are designed to provide teachers with the pedagogical skills to teach specific

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subjects in schools. However the total unit for whole program conducted by IPG is 133 credit
hours while NIE requires only 86 Academic Unit.
The following Tables compare the whole curriculum structure of PISMP and BSc(Ed)
programmes according to academic year in both cases studied.

Table 4: Year 1 curriculum structure for PISMP and BScEd (General Primary) NIE
programmes
CATEGORY IPG NIE
Compulsory Course/ Asia and Islamic civilisation Critical Perspective On
Education Studies Co-curricular management Education
English Language Theories and
Proficiency I Applications for Learning
English Language and Teaching
Proficiency II ICT for meaningful
Malay Language Literacy Learning
Numerical Literacy
Co-curriculum : Games
Language Subject Academic Discourse Skills

Major Subject/ Life and Living Processes AS1 Subject; Select one
Academic subject Children Learning in subject either:
Science Biology,
Exploring materials Chemistry,
Curriculum and Pedagogy Mathematics or
Physics
for Primary Science
Elective course/ Elective I-PE
Curriculum studies Physical Education Basic
Movement

Professional study Philosophy and Education

in Malaysia
Children Development
Behaviour and Classroom
Management

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 Table 5: Year 2 curriculum structure for PISMP and BScEd (General Primary) NIE
programmes
CATEGORY IPG NIE
Compulsory Course/ Ethnic Relationship Social Context of
Education Studies Arts in Education Teaching and Learning
Co-curricular Uniform
Unit I
Co-curricular Uniform
Unit II

Language Subject Communication Skills

for Teachers
Major Subject/ Academic Physics in Context AS1 Subject; Select one
subject Working and Thinking subject either
Scientifically Biology,
Chemistry,
Ecosystem and Biodiversity
Mathematics or
Planning and teaching Physics
Primary science
Elective course/ Elective I-PE Select any 3 curriculum
Curriculum studies Curriculum and Pedagogy Studies areas- arts,
for Physical Education English Language,
Maths, Music, science,
Anatomy and Physiology social studies.

Elective II-BM Curriculum And

Primary School Bahasa Pedagogy For
Melayu Curriculum Study Primary Science
Primary School Bahasa
Melayu Teaching Method
Professional study /subject Technology in Teaching Select any 3 curriculum
knowledge and Learning studies areas English
Language , Maths,
Music, science, social
studies

Topics in Physical
Science for Primary
Science Teaching

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 Table 6: Year 3 curriculum structure for PISMP and BScEd (General Primary) NIE
programmes

CATEGORY IPG NIE

Compulsory Course/ Co-curricular Athletic Teaching and
Education Studies Co-curricular Club and managing learners at
Society the Primary Level.

Essential Course Multicultural Studies:
Appreciating &
Valuing Differences
Major Subject/ Academic Energetic Chemistry AS1 Subject; Select one
subject Earth and Space subject either
:
Assessment in Science
Teaching Biology,
Chemistry,
Lab Management and
Mathematics or
resources Physics

Elective course/ Elective I-PE Further studies in

Curriculum studies PE and Games Management selected Curriculum
and Administration Studies subject in Year
Elective II-BM 2- Arts, English
Bahasa Melayu Teaching Language, Maths,
Skills Music, Science, Social
Bahasa Melayu Primary Studies
School Assessment
Assessment Modes
and Resources
management in
Primary Science

Professional study / Behaviour and Classroom Further studies in

subject knowledge Management selected Subject
Knowledge areas
aligned to 3 selected
subjects-English
Language, Maths,
Music, Science, Social
Studies
Topics in Biological
Science for Primary
Science Teaching

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 Table 7: Year 4 Curriculum Structure for PISMP and BScEd (General Primary) NIE
programmes

CATEGORY IPG NIE

Compulsory Course/
Curriculum Studies
Major Subject/ Academic
subject
Elective course/ Elective
set
Further studies in selected
Curriculum Studies
subjects in Year 2- Arts,
English Language, Maths,
Music, Science, Social
Studies:
Innovations in Design
and Practices for
Primary science
Action Research I AS1 Subject; Select one
Science, technology and subject either
Society :
Action Research II Biology,
Chemistry,
Mathematics or
Physics
Current Trend, Issues
and Challenges in
Primary Science

Professional study Guidance and Counselling

for children
Leadership and Teacher
Professional Development
Teacher and Current
Challenges

Teaching Curriculum

When examining Tables 4, 5, 6, and 7 the teacher preparation curriculum of IPG is more
structured and does not allow much freedom to the trainee teachers to choose the subjects
they wish to study. The majoring subjects for the PISMP programme is more like a general
science content rather than science majoring such as Physics, Chemistry or Biology. The
elective subjects are already determined by the IPG conducting the programme. According to
Below (2012) the conventional teacher preparation does not allow future teachers to gain
significant mastery in one of the areas in science such as Biology, Chemistry, or Physics.
Therefore teachers who are not mastering in their content knowledge could lead to

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misconception of science subject such as Heat and Temperature. On the other hand, NIE
curriculum is more flexible and provides the students with deeper content knowledge by
letting the students chosing one majoring subject from Year 1 until the Final Year. It is
essential that the curriculum prepares the trainee-teachers both in content knowledge as well
as in the educational practices since many research findings show that teacher understanding
can influence their teaching practice and students comprehensions Subahan (1999), Below
(2012), Sahlbergh (2011). However the IPG curriculum equips the trainee teachers with co-
curriculum subjects which is in-line with the Malaysian Education Ministry initiative to
promote one student one sport programme in order to create healthy and vibrant society.
Besides this, IPG trainee teachers are provided with diversified learning experiences that are
systematically coordinated within and between the different disciplines, both inside and
outside the classroom. In addition, the IPG programme primarily focuses on the integration of
knowledge, skills and noble values. The programme is also practical and contextual where
students acquire hands-on learning via the transfer of theoretical knowledge to real life
situations by having three phases of teaching practicum and one month internship during the
final year. Finally, language enhancement and academic-discourse skills provide teachers
with the oral and written skills necessary for effective communication as teachers in both
classroom teaching and in their professional interaction with others. Both IPG and NIE have
the same vision in producing trainee teachers who have effective communication skills. In
short, this comparison shows that the IPG is producing general science teacher who can teach
two elective subjects but the NIE is producing general teacher who is majoring in one of the
science areas.

Another uniqueness of IPG is the course conducted which is known as Teacher Character
Building or in Bahasa Malaysia also known as Bina Insan Guru (BIG) which aims to give an
early exposure of the ideal characteristics and qualities of teachers which incorporate the six
domains of the BIG curiculum namely; spiritual and teacher-values; knowledgeable and good
deeds; accountability and thrustworthy; high level of endurance; sense of freedom and might;
creative and inovative. Implementation of BIG through camping program emphasized on
learning outside the classroom which is in the context of nature and real situation in an effort
to inculcate knowledge, skills, intelectual force, endurance, values and teaching etiquette.
Besides that, the BIG comprises of six series where students will also be involved in talks,
workshop, seminar with inputs that are in line with the objectives of the camping programme.

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 Table 8: Teacher Character Building course in IPG
Course Code Title Course No. of Pre-
Category credits/duration requisites
Teacher Character Core -
WAJ3114 Building ,TCB I 0 /45 hours

Teacher Character Core TCB I

WAJ3114 Building ,TCB II 0/10 hours

Teacher Character Core

WAJ3114 0/10 hours TCB 1I
Building ,TCB III

Teacher Character Core TCB 1II

WAJ3114 Building ,TCB IV 0/35 hours

Teacher Character
WAJ3114 Core 0/10 hours TCB IV
Building ,TCB V

WAJ3114 Teacher Character Core TCB V

Building ,TCB VI 3/10 hours

Research in Education
IPGs commitment in research-based teacher education by implementing Action Research I
and II are some of the important roles in teacher preparation programmes. The trainee
teachers learn to design, conduct and present original action research which is related to
science education issues faced during their Teaching Practicum I and II. This practise is
hoped to enhance the critical thinking and problems solving skills among the teaching
practitioners. However in NIEs perspective this commitment is clearly emphasize in the
majoring subject as AS1 subject. The research based on the majoring subject is conducted
during the Final Year. The trainee teachers are exposed to the various stages of research work
and to allow them to supervise and facilitate student projects in school and also to enable
them to take up higher degree by research in the future. The objective of this course is to
provide them with research experience. In this course, the student teacher will be asked to
carry out a short research project, either theoretical or experimental, under the supervision of
an academic staff. They will learn how to formulate a research proposal, process of gathering
data and the technique of analyzing data to draw proper inferences. The action research
conducted by IPG trainers is more to improve teachers practice in education while the
scientific research conducted by NIE trainees is more of a design and innovation in science
education.

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Teaching Practicum

Teacher training is considered to be as a powerful means of professional development for

teachers and convenient approach to teacher education (Sharma, 2007). Teachers with longer
teaching experience influence student achievement more significantly (Greenwald, Hedges
and Lane 1996 and Rowan 2002). This has been used to justify longer periods of teaching
practice and school experience and is sometimes considered as being suggestive of the
greater importance attached to this phase of training over other aspects. According to
Salhberg (2011) 15-25 percent of teachers overall preparation time proves trainee teachers
are competence to work with the students. In the IPG context, the trainee teachers have to
complete three phases of teaching practise, four phases of School Based Experience and six
phases of Teacher Human Development programmes. Three phases of Teaching Practise
which comprise of 120 hours accumulated time and 4 weeks of internship training are
expected to produce committed and accountable trainee teachers in Malaysia. Even though
the percentage of Practicum and Professional Practice stated in the Academic Manual as 11
percent but the time allocated is equivalent to 25 percent of the whole components of the
curriculum since the Teacher Human Development programme is an accumulated programme
and is considered as 3 hour credits only. In NIE, The Practicum is spread throughout the
entire programme and is developmental in nature. It comprises four school attachment
periods, i.e., School Experience (SE), Teaching Assistantship (TA), Teaching Practice 1
(TP1) and Teaching Practice 2 (TP2).. Table 9 and Table 10 simplify the comparison of
Teaching Practicum conducted by IPG and NIE.

Table 9: Teaching Practicum conducted by IPG

Course Code Title Course No. of Pre-
Category credits/duration requisites
SBE3101 School Based THD VI
Experience I- Core 0/1 weeks
professional Studies

SBE3101 School Based SBEI

Experience II- major Core 0/1 weeks
subject

SBE3101 School Based SBEII

Experience III- Core 0/1 weeks
Elective I

SBE3101 School Based Core SBEIII

0/1 weeks
Experience IV-

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 Course Code Title Course No. of Pre-
Category credits/duration requisites
Elective IV

PRK 3101 Teaching Practice SBEIV

Core 2/4 weeks
Phase I

PRK 3102 Teaching Practice TPI

Core 4/8 weeks
Phase II

PRK 3103 Teaching Practice TPII

Core 6/12 weeks
Phase III

INT3101 Internship Core TPIII

2/4 weeks
Total time spent for the whole practicum
component 32 weeks

Table 10: Teaching Practicum conducted by NIE.

Course Code Title Course No. of AUs Pre-requisites
Category /hours
APR102 School Core 0 /2 weeks -
Experience
APR202 Teaching Core 3/ 5 weeks SE
Assistantship
APR302 Teaching Core 6 / 5 weeks TA
Practice 1
APR402 Teaching Core 12 / 10 weeks TP1
Practice 2
Total time spent for the whole practicum 22 weeks
component

Overall the IPGs trainees undergo a longer period of practicum process compared to the NIE
trainees. It is hoped that the IPG would produce better quality teachers in dealing with
younger children and able to recognise the need for reasoning skills in a social context, to
teach children how to relate the science concepts in the classroom in order to solve the
problem in the real life (Rychen & Salganik, 2003).

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Conclusion

Education is an effective means for social reconstruction and to a great extent it offers
solutions to the problems faced by the society (Almacen, 2010). Access to quality education
for all is also universally advocated for resolving problems of economic, social, cultural,
political, ecological or educational. The teacher education curriculum reformed by the IPG is
one of the initiatives done by the Malaysian MoE in order to improve scientific literacy of the
Malaysian students. When the first batch of PISMP students graduated from the IPGs in 2010
it is hoped that these groups of teachers could contribute to upgrade the ranking of Malaysia
in PISA and TIMSS internationally. In written, Malaysia is comparatively equivalent to
Singapore in the teachers preparation programme however the study on the effectiveness of
the programme is not explored. More benchmarking to NIE or sending Malaysian trainee
teachers to NIE can be done in order to learn the ways of science teachers are prepared. Well
prepared teachers who are versed in quality of instruction and assessment could eliminate
some issues in science education. Teachers strong competence and preparedness are the
prerequisites for professional autonomy that makes teaching a valued career . Only those who
are passionate and competence in teaching should be made teachers for our Malaysian
students and those criteria should be implemented compulsory and revised periodically as
licence to teach in order to achieve the world standard education quality.

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