Teaching marginalized children at primary schools: teachers professional development through collaborative action research

dc.creator	T. Subahan Mohd Meerah
dc.creator	Lilia Halim
dc.creator	Saemah Abd. Rahman
dc.creator	Halimah Harun
dc.creator	Rozlina Tan Abdullah
dc.date	2011-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:22:25Z
dc.date.available	2015-07-20T22:22:25Z
dc.identifier	1305-9076
dc.identifier	1305-905X
dc.identifier	https://doaj.org/article/b80ec145641a4d0bafb76c7b542f2890
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20668
dc.description	This paper discusses an attempt on teachers’ professional development through collaborative action research to enhance marginalized children’s learning. Despite all efforts to overcome the difficulties of learning encountered by marginalized children, their performance both in the external as well as in the school-based assessments show poor performance especially in subjects like Science and Mathematics. This situation prevails and has resulted in dropout of the students at the primary level before they pursue for secondary education. Based on a series of observations, focus group discussions (FGD) with teachers and consecutive school visits, it was identified that the teachers face some difficulties in teaching Science, Mathematics and language. Teachers tend to use similar teaching approaches as those were being used in the urban schools, which are more teacher-directed in nature. Further, many teachers do not possess sound pedagogical skills to teach Science and Mathematics and to employ alternative approaches suitable for marginalized children in their context. To overcome this situation, teaching modules are developed by the teachers and researchers to provide alternative ways of teaching science. Additionally, teachers become known to the concept of action research. Two professional development workshops have been conducted to introduce some alternative approaches to teach primary science. Preliminary findings show that teachers perceive the modules very useful and beneficial to them. Moreover, the students demonstrate better motivation to learn as well as active involvement in the learning activities.
dc.language	English
dc.language	Turskish
dc.publisher	World Education, Science, Research and Counseling Center
dc.relation	http://www.world-education-center.org/index.php/cjes/article/view/65/pdf_45
dc.relation	https://doaj.org/toc/1305-9076
dc.relation	https://doaj.org/toc/1305-905X
dc.rights	CC BY-NC
dc.source	Cypriot Journal of Educational Sciences , Vol 6, Iss 2, Pp 49-60 (2011)
dc.subject	Teachers’ professional development
dc.subject	marginalized children
dc.subject	teaching and learning science
dc.subject	collaborative action research
dc.subject	primary school
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Teaching marginalized children at primary schools: teachers professional development through collaborative action research
dc.type	article