Towards providing quality secondary education : training and retaining quality teachers in Malaysia

With the gradual attainment of universal primary education, governments are shifting their attention to secondary education. Responding to the increasing demand for secondary education presents serious challenges and major opportunities in the quest for Education For All (EFA), and countries are striving to find policy responses to address these emergingissues. It is clear that teachers play a fundamental role in addressing challenges faced by secondary education. Ensuring the presence of competent secondary teachers in urban and rural areas is a major concern in both quantitative and qualitative terms. Existing studies on teacherrelated issues and analyses of teacher policy in developing countries tend to focus on primary education, probably due to the special emphasis given to primary education in the EFA process. In order to fill the gaps and respond to the increasing demand for quality secondaryeducation, the Education Policy and Reform (EPR) unit of the UNESCO Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) coordinated a regional research study on secondary teacher policy and management in 2007 and 2008. This series includes a regional synthesis paper on comparative assessment of issues and policies affecting secondary teachers in East and South-East Asia, and five case studies: Lao People’s Democratic Republic, Malaysia, People’s Republic of China, Republic of Korea, and Thailand. Three major areas related to secondary teachers are discussed in the case studies: quantitative analysis of demand and supply of secondary teachers, quality of secondaryteachers, and compensation. Each study is presented as a summary of the original study, and gives an overview of the status and issues of the country’s secondary education system. Researchers and officials from several universities and education ministries collaborated in thepreparation of the study. UNESCO Bangkok would like to sincerely thank all those individuals and institutions who provided their expertise and professional experience to this research. The findings presented in the series are intended to help governments gain insight into policyfor secondary teachers across a diverse range of countries, and draw lessons for possible policy responses to challenges and problems in the expansion of secondary education.

`Modern` learning methods : rhetoric and reality - further to Sadler-Smith et al

Working in the UK, Sadler-Smith, Down and Lean, in their article “‘Modern’ learning methods: rhetoric and reality”, Personnel Review, Vol. 29 No. 4, 2000, pp. 474-90, have shown that distance learning methods are neither favoured nor perceived as effective by enterprises pursuing training that yields a competitive edge. They have suggested that these methods need to be integrated with other more conventional on-job training methods. This paper, based on Australian research, shows a tension between the requirements of flexible training methods based on distance learning methods, and the characteristics that typify learners and their workplaces. That identified tension is used to suggest how an integration of training methods may be effected in workplaces.

Caught up in the teaching-training divide: confusing professional identities

The adult education sector in Australia has undergone significant changes in recent years including a shift towards the marketisation of education and the delivery of highly prescriptive Vocational Education and Training (VET). This article reports on research that explored the ways in which educators in the adult sector understand their work and identify as professionals in this changed context. The findings of the study suggest that educators who have work histories as “teachers” strongly resist the ways in which the current discourses of VET position them as “trainers”. Data from interviews with educators and observations of them at work are analysed to highlight the ways in which they understand teaching and training as binary opposites. I examine the consequences of teachers investing in a rigid and  uncompromising teaching/training binary and argue that it is counterproductive to their forging new identities in a changed education context.

The transition from schoolboy to elite sportsman: education and training and early career players in the AFL

IIn this paper we discuss some of the findings of a research project funded by the Australian Football League (AFL) titled: Getting the Balance Right: Professionalism, Performance, Prudentialism and Playstations in the Life of AFL Footballers. The research explored the following issues: the emergence and evolution of a 'professional identity' for AFL footballers an identity that has many facets including the emerging ideas that a professional leads a balanced life, and has a prudent orientation to the future, to life after football. This 'professional identity' isn't natural, and must be developed through a range of 'professional development' activities (a common link to all other 'professions'). In the AFL at this time professional development has a focus on engaging players in a variety of education and training activities TAFE & University courses, and workshops and seminars that the industry has put in place to educate players about issues that the industry sees as important.

The paper focuses on our research with players we classified as Early Career. For many of these 17 to 21 year old young men the later years of secondary schooling were compromised in their pursuit of an AFL career. Their subsequent drafting is followed by intense efforts to physically prepare for football. In this context our research indicates that many Early Career players put football first, second and third. Education and training, and professional development come further down their list of priorities.

Does high-intensity resistance training maintain bone mass during moderate weight loss in older overweight adults with type 2 diabetes?

The aim was to investigate whether the addition of supervised high intensity progressive resistance training to a moderate weight loss program (RT+WLoss) could maintain bone mineral density (BMD) and lean mass compared to moderate weight loss (WLoss) alone in older overweight adults with type 2 diabetes. We also investigated whether any benefits derived from a supervised RT program could be sustained through an additional home-based program. This was a 12-month trial in which 36 sedentary, overweight adults aged 60 to 80 years with type 2 diabetes were randomized to either a supervised gymnasium-based RT+WLoss or WLoss program for 6 months (phase 1). Thereafter, all participants completed an additional 6-month home-based training without further dietary modification (phase 2). Total body and regional BMD and bone mineral content (BMC), fat mass (FM) and lean mass (LM) were assessed by DXA every 6 months. Diet, muscle strength (1-RM) and serum total testosterone, estradiol, SHBG, insulin and IGF-1 were measured every 3 months. No between group differences were detected for changes in any of the hormonal parameters at any measurement point. In phase 1, after 6 months of gymnasium-based training, weight and FM decreased similarly in both groups (P<0.01), but LM tended to increase in the RT+WLoss (n=16) relative to the WLoss (n=13) group [net difference (95% CI), 1.8% (0.2, 3.5), P<0.05]. Total body BMD and BMC remained unchanged in the RT+WLoss group, but decreased by 0.9 and 1.5%, respectively, in the WLoss group (interaction, P<0.05). Similar, though non-significant, changes were detected at the femoral neck and lumbar spine (L2-L4). In phase 2, after a further 6 months of home-based training, weight and FM increased significantly in both the RT+WLoss (n=14) and WLoss (n=12) group, but there were no significant changes in LM or total body or regional BMD or BMC in either group from 6 to 12 months. These results indicate that in older, overweight adults with type 2 diabetes, dietary modification should be combined with progressive resistance training to optimize the effects on body composition without having a negative effect on bone health.

Identifying learning preferences in vocational education and training classroom settings

This research was designed to assess whether teachers and trainers of vocational learners noted and valued differences in individual learning preferences and, if so, how those differences were observed in natural classroom, workshop or other formal learning settings. Data were collected from six vocational education and training (VET) learning sites and included a quantitative questionnaire component and an interview component. The questionnaire data were generated from 160 VET teachers and trainers, and there were 13 interviews with individual teachers. The data show that teachers do make observations of style and preference differences and do respond to those differences. They are pragmatic in the ways that they make the observations and conclusions from them, and they organise their ideas about preferences into those to do with mode of delivery and those to do with learning context. Using these observations and their organisation of them, teachers also continuously modify preconceptions they have about individual learners and groups of learners, and those modifications influence teachers' responses to learners.

Becoming l(IT)erate : pre-service English teachers and ICTs

One of the recommended principles for classroom practice from the Digital Rhetorics Project is ‘Teachers First’, emphasising the need to prioritise the requirements of teachers in learning new technologies and in understanding their relationship to literacy education (Lankshear, Green and Snyder 2000, p. 121). While most of my pre-service English Education students use digital technologies for their own purposes and understand the benefits of doing so, it is not always straightforward regarding how technology can be effectively utilised in their classroom and for what purposes. This article reports work conducted with pre-service English Education teachers in an elective unit that focuses upon digital technologies in secondary classrooms. Using Green’s 3D model of literacy as a way of understanding the complex interrelationships between the cultural, critical and operational aspects of literacy, the students experiment with digital technologies such as mobile phones, wikis and blogs.

Creating and sustaining quality e-learning environments of enduring value for teachers and learners

Australian universities continue staking a claim on the future of e-learning, acquiring Learning Management Systems (LMS) as rapidly as universities overseas. Much is published on processes and criteria for selecting the best LMS for an organisation's needs and attempts to establish training and support mechanisms for deploying these systems. Beyond initial efforts to commission these technologies, particularly in the hands of teachers and students, what should happen to ensure these commitments yield real educational value in the long term? The search for and realisation of systemic and substantial new value requires a more profound reconceptualisation of what it means to design and work within contemporary learning environments, incorporating e-learning, in support of excellence in educational outcomes. This demands the foregrounding of the role of the academic teacher in the system in relation to other parties who can make important educational contributions in support of student learning. Central to new strategies is a transformation of the role of academic teacher, but on terms understood by them and supportive of their educational values. Six areas of value creation for teachers and learners are considered in relation to this transformation.

Dispositional and maturational development through a competency based training intervention : getting to the heart of the matter

Presents a formative perspective on vocational learning that proposes that vocational competence is dependent upon dispositional development, which in turn results in moves towards maturation. Further, that dispositional and maturational outcomes occur as a result of a lifetime goal-setting intervention employed prior to training Reports qualitative and quantitative research with unemployed adults engaging in vocational education that resulted in four findings. Firstly, that while Training Packages describe assessable outcomes in competency-referenced terms, trainees describe learning outcomes in non-competency referenced terms. Secondly, that vocational trainees describe their learning in terms of dispositional outcomes, that is, in terms of values, interests and attitudes. Thirdly, that dispositions can be categorised in terms of maturational concepts. Fourthly, in support of incremental theory, that trainees made moves towards maturation as a result of a lifetime goal-setting intervention employed prior to training.

Making a difference in child protection: towards an effective education for teachers

The purpose of this paper is to examine recent research about teachers' participation in the child protection system with a view to developing guidelines for effective child protection training. In relation to the conference themes, this paper offers multiple intersections, whether as an example of policy development impacting on the education of teachers, as one of professional practice which has implications for the ongoing education of the teaching workforce, or as a teacher education initiative, per se.

What does mathematics understanding look like?

The concept of mathematical understanding is central to curriculum development, classroom interaction, and the training of mathematics teachers In this paper, some models of the growth of understanding that the literature presents are outlined Some results of a study that documented four primary teachers’ mental models of, and beliefs about, different forms of understanding are reported It is proposed that linear models may restrict ways that these teachers plan lessons Questions for further research are raised

Professional education and training for early career players in the Australian Football League: footy first, second and third

In this presentation we discuss some of the findings of a research project funded by the Australian Football League (AFL) titled: Getting the Balance Right: Professionalism, Performance, Prudentialism and Playstations in the Life of AFL Footballers. The research explored the following issues: the emergence and evolution of a ‘professional identity’ for AFL footballers – an identity that has many facets including the emerging ideas that a professional leads a balanced life, and has a prudent orientation to the future, to life after football. This ‘professional identity’ isn’t natural, and must be developed through a range of ‘professional development’ activities (a common link to all other ‘professions’). In the AFL at this time professional development has a focus on engaging players in a variety of education and training activities – TAFE & University courses, and workshops and seminars that the industry has put in place to educate players about issues that the industry sees as important.

The presentation will focus on our research with players we classified as Early Career players. For many of these 17 to 21 year old young men the later years of secondary schooling were compromised in their pursuit of an AFL career, and their subsequent drafting is followed by intense efforts to physically prepare them for football. In this context our research indicates that many Early Career players put football first, second and third – education and training, and industry expectations that they participate in this sort of professional development come further down their list of priorities.

Increased insulin-stimulated Akt pSer473 and cytosolic SHP2 protein abundance in human skeletal muscle following acute exercise and short-term training.

The purpose of the present study was to determine in human skeletal muscle whether a single exercise bout and 7 days of consecutive endurance (cycling) training 1) increased insulin-stimulated Akt pSer473and 2) altered the abundance of the protein tyrosine phosphatases (PTPases), PTP1B and SHP2. In healthy, untrained men (n = 8; 24 ± 1 yr), glucose infusion rate during a hyperinsulinemic euglycemic clamp, when compared with untrained values, was not improved 24 h following a single 60-min bout of endurance cycling but was significantly increased (~30%; P < 0.05) 24 h following completion of 7 days of exercise training. Insulin-stimulated Akt pSer473was ~50% higher (P < 0.05) 24 h following the acute bout of exercise, with this effect remaining after 7 days of training (P < 0.05). Insulin-stimulated insulin receptor and insulin receptor substrate-1 tyrosine phosphorylation were not altered 24 h after acute exercise and short-term training. Insulin did not acutely regulate the localization of the PTPases, PTP1B or SHP2, although cytosolic protein abundance of SHP2 was increased (P < 0.05; main effect) 24 h following acute exercise and short-term training. In conclusion, insulin-sensitive Akt pSer473and cytosolic SHP2 protein abundance are higher after acute exercise and short-term training, and this effect appears largely due to the residual effects of the last bout of prior exercise. The significance of exercise-induced alterations in cytosolic SHP2 and insulin-stimulated Akt pSer473on the improvement in insulin sensitivity requires further elucidation.

The questioning skills of clinical teachers and preceptors: a comparative study

Aim of the study. The purpose of this study, conducted as partial requirement for a Master of Nursing Studies Degree, was to explore, describe and compare the level of questions asked by clinical teachers and preceptors.

Background. Questioning is one of many teaching/learning strategies thought to facilitate the development of critical thinking skills which are integral to nursing practice. As such the type and number of questions asked have implications for student learning. Currently in Melbourne, Australia, many undergraduate nursing degree courses utilize both clinical teachers and preceptors to facilitate student learning in the clinical setting.

Design. A comparative descriptive design was used. Participants were given three acute care patient scenarios involving an undergraduate nursing student, as part of a questionnaire, and asked to identify the questions they would ask the student in relation to the scenario.

Findings. Data revealed that the clinical teachers had considerably more years of experience in their role and higher academic qualifications than did the preceptors. The clinical teachers also asked a greater number of questions overall and more from the higher cognitive level. Despite this, the findings suggest that both clinical teachers and especially preceptors need to increase the number of higher level questions they ask.

Conclusions. Based on the findings of this study, it is evident that there is a need for further comparative studies into the questioning skills of clinical teachers and preceptors. Also, these two groups require education about the importance of higher level questioning for student learning as well as how to ask questions generally.