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Profiling Mathematics Teacher Professional Development in Malaysia

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Professional Development of Mathematics Teachers

Part of the book series: Mathematics Education – An Asian Perspective ((MATHEDUCASPER))

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Abstract

This chapter is aimed to provide an insight of mathematics teacher professional development in Malaysia. In general, there exist two strands on what constitute or perceive as teacher professional development in the Malaysian context. On one strand, the education agencies under the Ministry of Education (MOE) conduct in-service courses and workshops for teachers to cater the requirements and changes in the mathematics curriculum. This is meant to ensure that teachers are competent to teach and deliver what is transpired in the curriculum. On the other strand, research-based projects such as action research and Lesson Study have provided some autonomy and empowerment for teachers to dictate their own professional development. Both strands of teacher professional development would have direct or indirect influence towards teachers’ teaching. The discussion includes some contemporary issues pertaining to the mathematics teacher professional development. It was observed that generally, teachers show little interest and commitment towards their professional development even though they are aware of its importance in their teaching. The factors are attributed to the over emphasis of examination, administrators’ leadership, teachers’ skepticism and lack of structural support in school for teachers’ professional development. In recent years, the MOE mandated several policies that aimed to put emphasis on teacher professional development such as making it a compulsory requirement for career advancement. There are also efforts to make professional development a school-based programme through teacher collaboration. These would deem more effective and practical in long term as indicated in the research and literatures that promote and support teachers to be self-committed, motivated, and yearning for professional development.

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Authors and Affiliations

  1. Institute of Teacher Education, Tuanku Bainun Campus, Penang, Malaysia

    Chin Mon Chiew

  2. Universiti Sains Malaysia, Penang, Malaysia

    Chap Sam Lim

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  1. Chin Mon Chiew
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  2. Chap Sam Lim
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Correspondence to Chin Mon Chiew .

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Editors and Affiliations

  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Berinderjeet Kaur

  2. Seoul National University, Seoul, Korea (Republic of)

    Oh Nam Kwon

  3. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Yew Hoong Leong

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Chiew, C.M., Lim, C.S. (2017). Profiling Mathematics Teacher Professional Development in Malaysia. In: Kaur, B., Kwon, O., Leong, Y. (eds) Professional Development of Mathematics Teachers. Mathematics Education – An Asian Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-10-2598-3_6

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  • DOI: https://doi.org/10.1007/978-981-10-2598-3_6

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-2596-9

  • Online ISBN: 978-981-10-2598-3

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