Perspective of science lecturers' in implementing science curriculum in teacher training college
The article aims to identify lecturers' perspectives in implementing PISMP science curriculum in Teacher Training College (TTC) Malaysia based on teaching experience using CIPP model. The respondents were 105 lecturers from 20 TTC Malaysia. The study used a questionnaire consist of 74 items tha...
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| Main Authors: | , , , |
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| Format: | Article |
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Serials Publications
2016
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| Online Access: | http://eprints.utm.my/id/eprint/71327/ https://www.scopus.com/inward/record.uri?eid=2-s2.0-84958954522&partnerID=40&md5=529c572fd7552a9732818310f5a93464 |
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| Summary: | The article aims to identify lecturers' perspectives in implementing PISMP science curriculum in Teacher Training College (TTC) Malaysia based on teaching experience using CIPP model. The respondents were 105 lecturers from 20 TTC Malaysia. The study used a questionnaire consist of 74 items that cover the four dimensions (Context, Input, Process and Product). Data collected through questionnaires were analyzed using one-way ANOVA. The study found that there was not a significant difference of curriculum goals and curriculum objectives based on teaching experience at school. For input dimension, there was no significant difference of assessment and evaluation, content knowledge, selection of teaching and learning sources and pedagogical skill based on school teaching experience. In process dimension, there was no significant difference on pedagogical process, the content knowledge and the process of assessment and evaluation based on teaching experience at school. Furthermore, there was no significant difference of product dimension of science curriculum based on teaching experience at school. Based on the experience of teaching in TTC, lecturers did not have a significant difference of curriculum goals, curriculum objectives, input evaluation and assessment, input content knowledge, input selection of teaching and learning sources, input pedagogical skill, and process of content knowledge. However, there were significant differences in the input pedagogical skill and product in the implementation of the PISMP science curriculum in TTC. |
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