Peer-reviewed article
Practicum Training: The Readiness of Early Childhood Education Trainee Teachers in Malaysia for Teaching the English Communication Strands in Early Childhood Education
Nur Nazuha Beevi Abdul Aziz, Roselita Ali Yusof, Ros Nor Mala Mohd Kia, Fazli Mohd Bazin, Nur Aribah Beevi Abdul Aziz ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examines whether trainee early childhood education teachers in Malaysia are ready to teach English communication skills to young children. The research found that trainee teachers can plan English lessons well but struggle to deliver them using English as the language of instruction. The study recommends better collaboration between teacher training institutions and other agencies to improve trainees' English language proficiency.
Key points
- Trainee teachers demonstrated good preparation in planning and designing English Language Communication Strand instruction
- Trainee teachers showed lower readiness in delivering English instruction using English as the medium of instruction in classrooms
- The study used qualitative case study design with four purposefully sampled participants
- Collaboration between multiple agencies is identified as necessary to enhance English speaking skills of trainee teachers
- Research was conducted within Malaysia's teacher education system (IPGM PISMP programme) following National Preschool Standard Curriculum 2017
Limitations
This is a small-scale qualitative study with only four participants, so findings cannot be generalised to all trainee teachers in Malaysia. The study does not provide information about actual child learning outcomes or long-term impacts on classroom practice.
Abstract
Practicum training is a key component of trainee teachers' professional practice in the Bachelor of Teaching Programme (PISMP) in the Institute of Teacher Education Malaysia (IPGM). In the discipline of Early Childhood Education, trainee teachers are expected to complete two phases of practicum training: Phase I at Child Care Centre (TASKA) and Phase II at preschools under the Ministry of Education (MOE). The implementation of Phase II practicum in preschools is guided by the National Preschool Standard Curriculum 2017, which mandates the use of English as the medium of instruction for the English Language Communication Strand. Therefore, this study aimed to investigate the preparedness of trainee teachers to plan and implement the English Language Communication Strand, as well as their readiness to use English as the instructional language in the classroom. This is a qualitative study with a case study design. Four participants were selected for the group through purposeful sampling. The PR2 Phase 2 Field Form (Preschool), lesson plan (RPS), interview methods, and a class timetable were utilised. The interviews were transcribed verbatim, and thematic analysis was employed to derive the findings. The findings indicated that the trainee teachers are well prepared to plan and implement instruction for the English Language Communication Strand. However, the findings suggested that they are less prepared to deliver instruction for the English Language Communication Strand by using English as the medium of instruction. Collaboration amongst various agencies is essential to ehance the English speaking skills of PISMP Early Childhood Education trainee teachers.