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All Journal Studies in English Language and Education
Noor Alhusna Madzlan
Universiti Pendidikan Sultan Idris
Education Languange, Linguistic, Communication & Media

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Teacher educators' vision of an 'ideal' teacher Charanjit Kaur Swaran Singh; Nor Azmi Mostafa; Dodi Mulyadi; Noor Alhusna Madzlan; Eng Tek Ong; Siti Shuhaida Shukor; Tarsame Singh Masa Singh
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (657.57 KB) | DOI: 10.24815/siele.v8i3.19355

Abstract

There is no clear definition of what constitutes an ideal teacher educator, particularly from the perspective of Malaysian educators. Developing teacher educators’ vision of an ideal teacher ensures that teachers have high levels of professional, personal, and contextual dimensions in teaching practices, including competence in the practice of professional teaching, knowledge, and understanding. Therefore, the objective of this study was to find out the range of visions of what it is to be a good teacher educator in a Malaysian teacher education institution. Seventeen teacher educators from an established university in Malaysia participated in the study. A survey consisting of eight questions was used as the research instrument. The data obtained from the questionnaire were analysed by using descriptive and textual analysis techniques. The findings reveal certain criteria of an ideal teacher such as possessing sound subject matter knowledge, mastery of both generic and content-specific pedagogy, and hands-on teaching skills. The teacher educators shared that they have to adjust their goals to attain their vision, namely the need to adapt to the current policies, new ideas, and the ever-changing educational trends. The findings also show that an ideal teacher is the one who is responsible to nurture and bring about the best learning experience for students. This research has unfolded the teacher educators’ vision of the ideal teacher and pedagogical implications reflected in every facet of their educational practices. 
Teacher educators' vision of an 'ideal' teacher Charanjit Kaur Swaran Singh; Nor Azmi Mostafa; Dodi Mulyadi; Noor Alhusna Madzlan; Eng Tek Ong; Siti Shuhaida Shukor; Tarsame Singh Masa Singh
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.19355

Abstract

There is no clear definition of what constitutes an ideal teacher educator, particularly from the perspective of Malaysian educators. Developing teacher educators’ vision of an ideal teacher ensures that teachers have high levels of professional, personal, and contextual dimensions in teaching practices, including competence in the practice of professional teaching, knowledge, and understanding. Therefore, the objective of this study was to find out the range of visions of what it is to be a good teacher educator in a Malaysian teacher education institution. Seventeen teacher educators from an established university in Malaysia participated in the study. A survey consisting of eight questions was used as the research instrument. The data obtained from the questionnaire were analysed by using descriptive and textual analysis techniques. The findings reveal certain criteria of an ideal teacher such as possessing sound subject matter knowledge, mastery of both generic and content-specific pedagogy, and hands-on teaching skills. The teacher educators shared that they have to adjust their goals to attain their vision, namely the need to adapt to the current policies, new ideas, and the ever-changing educational trends. The findings also show that an ideal teacher is the one who is responsible to nurture and bring about the best learning experience for students. This research has unfolded the teacher educators’ vision of the ideal teacher and pedagogical implications reflected in every facet of their educational practices. 
STARTeCH for asynchronous interactive grammar learning: Transforming ESL mastery in Malaysian schools Siti Shuhaida Shukor; Qiu Chuane; Intan Safinas Mohd Ariff Albakri; Noor Alhusna Madzlan; Revathi Gopal
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.37666

Abstract

The post-pandemic emphasis on educational experimentation underscores STARTeCHs call for swift school reform and the transformative potential of extracurricular learning. This study investigates the impact of STARTeCH on ESL grammar test scores on ESL grammar scores using online learning modes. Utilizing a quasi-experimental design, 87 Malaysian lower secondary school learners (43 males, 44 females, average age 13), selected via purposive sampling, were divided into asynchronous group (n=29), synchronous group (n=30), and conventional group (n=28). Instruments included pre- and post-tests and CAP (Cognitive, Affective, Psychomotor) questionnaires. ANOVA results indicated significant post-intervention differences among the groups F(2.84)=7.834, p=0.001), with the asynchronous group notably outperforming both synchronous and conventional groups in grammar test scores. The study further uncovered no significant differences in cognitive and affective perceptions between asynchronous and synchronous as well as conventional groups. Furthermore, the study revealed a strong preference for the asynchronous mode, particularly in enhancing psychomotor learning objectives. STARTeCH is found to be efficient in enhancing ESL grammar proficiency through tailored, flexible online learning environments with room to practice, repetition, and hands-on engagement via the asynchronous mode. The study suggests a reconsideration of traditional methods, advocating for flexible, technology-enhanced pedagogies for educators, curriculum developers, and policymakers within ESL education.
Co-Authors Charanjit Kaur Swaran Singh Dodi Mulyadi Eng Tek Ong Intan Safinas Mohd Ariff Albakri Nor Azmi Mostafa Qiu Chuane Revathi Gopal Siti Shuhaida Shukor Tarsame Singh Masa Singh