Teaching marginalized children primary science teachers professional development through collaborative action research

dc.creator	T. Subahan Mohd Meerah
dc.creator	Lilia Halim
dc.creator	Saemah Rahman
dc.creator	Roslina Tan Abdullah
dc.creator	Halimah Harun
dc.creator	Arbaat Hassan
dc.creator	Abang Ismail
dc.date	2010-03-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:29:37Z
dc.date.available	2015-07-20T22:29:37Z
dc.identifier	1305-9076
dc.identifier	1305-905X
dc.identifier	https://doaj.org/article/aeb2f167a6d146e69c81ebae7a1b8578
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22163
dc.description	This paper reports on a professional development initiative with Malaysian primary school science teachers throughcollaborative action research aimed at enhancing their teaching in order to improve marginalized children’s learning. Theirperformance of such children, both in the external as well as in the school-based assessment, is weak, especially in subjects likeScience and Mathematics and eventually results in their dropping out at the primary level. The first phase of the study, basedon a series of observations, focuses on group discussions with teachers and consecutive school visits, and has identified that theteachers face difficulties in teaching Science and Mathematics. The findings show that teachers tend to use similar teachingapproaches as those which are being used in urban schools, which are more teacher-centred in nature. Furthermore, manyteachers do not possess sound pedagogical skills in terms of teaching Science and Mathematics and have the ability to employalternative approaches suitable for marginalized children in their context. To overcome this situation, the second phase of thisstudy involved developing modules by the teachers and researchers collaboratively as a means of providing alternative ways ofteaching science. Additionally, teachers become used to the concept of action research. Findings show that teachers perceivethe modules to be very useful and beneficial to them. Moreover, the students demonstrated increase interest and activeinvolvement 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/146/67
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 5, Iss 1, Pp 26-38 (2010)
dc.subject	professional development
dc.subject	marginalized children
dc.subject	primary science
dc.subject	collaborative action research
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 primary science teachers professional development through collaborative action research
dc.type	article