ENHANCING PROFESSIONAL DEVELOPMENT THROUGH INTERNATIONAL COLLABORATIVE DIALOGUE: A STUDY OF MALAYSIAN AND AUSTRALIAN PRE-SERVICE TEACHERS
Purpose - Despite the comprehensive nature of pre-service teacher training programs in Malaysia, the first year of teaching remains a challenging period for novice educators. Effective practices to support the transition to professional life is therefore crucial for teacher retention. This paper pr...
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| Format: | Article |
| Language: | English |
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UUM Press
2025-01-01
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| Series: | Malaysian Journal of Learning and Instruction |
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| Online Access: | https://www.e-journal.uum.edu.my/index.php/mjli/article/view/20585 |
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| _version_ | 1823859573113487360 |
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| author | Vegneskumar Maniam Tay Gerard Ingrid Harrington Hayley Trenchard Susan Bennett |
| author_facet | Vegneskumar Maniam Tay Gerard Ingrid Harrington Hayley Trenchard Susan Bennett |
| author_sort | Vegneskumar Maniam |
| collection | DOAJ |
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Purpose - Despite the comprehensive nature of pre-service teacher training programs in Malaysia, the first year of teaching remains a challenging period for novice educators. Effective practices to support the transition to professional life is therefore crucial for teacher retention. This paper presents findings from a prospective study of an ongoing project model developed collaboratively by academics from an Australian public university and a Malaysian public teacher education provider. Together, they facilitated a series of international, dialogue-focused workshops designed to foster collaboration and conversation between Malaysian and Australian pre-service teachers.
Methodology - Pre-service teachers from Australia and Malaysia identified key areas of concern within their respective educational systems. Through virtual classroom sessions, they collaboratively discussed these issues and shared strategies for addressing them. Employing a qualitative approach, the project conducted semi-structured interviews with 10 Malaysian pre-service teachers to explore their participation in the virtual dialogues. The interviews also examined the participants’ key takeaways, classroom teaching applications, and the challenges of engaging in online discussions.
Findings - Analysis of the interview data revealed six key themes: (1) Games in the Classroom, (2) Inclusive Mindsets, (3) Planning in Teaching and Learning, (4) Computer-Mediated Communication (CMC), (5) International and Comparative Education, and (6) Workshop Sustainability.
Significance - This study highlights the potential of the online collaborative project model to enhance pre-service teachers’ international collaboration skills. It underscores the model’s value as a sustainable professional development tool and a supportive framework for easing the transition to professional teaching.
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| format | Article |
| id | doaj-art-d1690e1147864d5e97dd01c069c3c3b1 |
| institution | Kabale University |
| issn | 1675-8110 2180-2483 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | UUM Press |
| record_format | Article |
| series | Malaysian Journal of Learning and Instruction |
| spelling | doaj-art-d1690e1147864d5e97dd01c069c3c3b12025-02-11T01:44:07ZengUUM PressMalaysian Journal of Learning and Instruction1675-81102180-24832025-01-0122110.32890/mjli2025.22.1.2ENHANCING PROFESSIONAL DEVELOPMENT THROUGH INTERNATIONAL COLLABORATIVE DIALOGUE: A STUDY OF MALAYSIAN AND AUSTRALIAN PRE-SERVICE TEACHERSVegneskumar Maniam0Tay Gerard1Ingrid Harrington2Hayley Trenchard3Susan Bennett4University of New England, AustraliaThe University of Notre Dame, AustraliaUniversity of New England, AustraliaLeapEd Sdn. Bhd., Malaysia University of New England, Australia Purpose - Despite the comprehensive nature of pre-service teacher training programs in Malaysia, the first year of teaching remains a challenging period for novice educators. Effective practices to support the transition to professional life is therefore crucial for teacher retention. This paper presents findings from a prospective study of an ongoing project model developed collaboratively by academics from an Australian public university and a Malaysian public teacher education provider. Together, they facilitated a series of international, dialogue-focused workshops designed to foster collaboration and conversation between Malaysian and Australian pre-service teachers. Methodology - Pre-service teachers from Australia and Malaysia identified key areas of concern within their respective educational systems. Through virtual classroom sessions, they collaboratively discussed these issues and shared strategies for addressing them. Employing a qualitative approach, the project conducted semi-structured interviews with 10 Malaysian pre-service teachers to explore their participation in the virtual dialogues. The interviews also examined the participants’ key takeaways, classroom teaching applications, and the challenges of engaging in online discussions. Findings - Analysis of the interview data revealed six key themes: (1) Games in the Classroom, (2) Inclusive Mindsets, (3) Planning in Teaching and Learning, (4) Computer-Mediated Communication (CMC), (5) International and Comparative Education, and (6) Workshop Sustainability. Significance - This study highlights the potential of the online collaborative project model to enhance pre-service teachers’ international collaboration skills. It underscores the model’s value as a sustainable professional development tool and a supportive framework for easing the transition to professional teaching. https://www.e-journal.uum.edu.my/index.php/mjli/article/view/20585Pre-service teacherteacher trainingMalaysiaAustralia |
| spellingShingle | Vegneskumar Maniam Tay Gerard Ingrid Harrington Hayley Trenchard Susan Bennett ENHANCING PROFESSIONAL DEVELOPMENT THROUGH INTERNATIONAL COLLABORATIVE DIALOGUE: A STUDY OF MALAYSIAN AND AUSTRALIAN PRE-SERVICE TEACHERS Malaysian Journal of Learning and Instruction Pre-service teacher teacher training Malaysia Australia |
| title | ENHANCING PROFESSIONAL DEVELOPMENT THROUGH INTERNATIONAL COLLABORATIVE DIALOGUE: A STUDY OF MALAYSIAN AND AUSTRALIAN PRE-SERVICE TEACHERS |
| title_full | ENHANCING PROFESSIONAL DEVELOPMENT THROUGH INTERNATIONAL COLLABORATIVE DIALOGUE: A STUDY OF MALAYSIAN AND AUSTRALIAN PRE-SERVICE TEACHERS |
| title_fullStr | ENHANCING PROFESSIONAL DEVELOPMENT THROUGH INTERNATIONAL COLLABORATIVE DIALOGUE: A STUDY OF MALAYSIAN AND AUSTRALIAN PRE-SERVICE TEACHERS |
| title_full_unstemmed | ENHANCING PROFESSIONAL DEVELOPMENT THROUGH INTERNATIONAL COLLABORATIVE DIALOGUE: A STUDY OF MALAYSIAN AND AUSTRALIAN PRE-SERVICE TEACHERS |
| title_short | ENHANCING PROFESSIONAL DEVELOPMENT THROUGH INTERNATIONAL COLLABORATIVE DIALOGUE: A STUDY OF MALAYSIAN AND AUSTRALIAN PRE-SERVICE TEACHERS |
| title_sort | enhancing professional development through international collaborative dialogue a study of malaysian and australian pre service teachers |
| topic | Pre-service teacher teacher training Malaysia Australia |
| url | https://www.e-journal.uum.edu.my/index.php/mjli/article/view/20585 |
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