Exploring the Malaysian Rural School Teachers' Professional Local Knowledge in Enhancing Students' Thinking Skills

Autor/inn/en	Jamil, Hazri; Arbaa, Rohani; Ahmad, Mohamad Zohir
Titel	Exploring the Malaysian Rural School Teachers' Professional Local Knowledge in Enhancing Students' Thinking Skills
Quelle	In: Journal of Education and Learning, 6 (2017) 2, S.25-40 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Rural Schools; Knowledge Level; Teacher Characteristics; Thinking Skills; Qualitative Research; Case Studies; Student Centered Learning; Teaching Methods; Observation; Interviews; Secondary School Teachers; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Wissensbasis; Denkfähigkeit; Qualitative Forschung; Case study; Fallstudie; Case Study; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Interviewing; Interviewtechnik
Abstract	This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students' thinking skills in classroom practices. In this paper, a teacher's professional local knowledge is viewed as a teacher's professional knowledge and skills developed through the combination of the teacher's expertise, theory, knowledge and experiences gained from professional practices in various and different contexts of students' social backgrounds, environment and culture. In this case study, we investigate four teachers from various disciplines and schools located in rural areas who are implementing student-centered teaching approach in the classroom. We identified the method, techniques and approaches they employed to enhance students' thinking skills "via" observations and interviews regarding their teaching practices in the classroom. The study has shown how teachers practice their professional local knowledge through various approaches, strategies and techniques that form positive interaction between teachers and students. This often emboldens intellectual discourse, and gives the students learning autonomy during the process of teaching and learning to improve their thinking skills. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01