A case study of the Teacher Corps/Peace Corps program involving the University of California at Santa Cruz, the Salines High School District, the Peace Corps/Malaysia, and the Malaysian Ministry of Education

Peace Corps Online: Directory: Malaysia: Peace Corps Malaysia : Peace Corps in Malaysia: A case study of the Teacher Corps/Peace Corps program involving the University of California at Santa Cruz, the Salines High School District, the Peace Corps/Malaysia, and the Malaysian Ministry of Education

By Admin1 (admin) on Wednesday, June 27, 2001 - 9:58 pm: Edit Post

A case study of the Teacher Corps/Peace Corps program involving the University of California at Santa Cruz, the Salines High School District, the Peace Corps/Malaysia, and the Malaysian Ministry of Education



A case study of the Teacher Corps/Peace Corps program involving the University of California at Santa Cruz, the Salines High School District, the Peace Corps/Malaysia, and the Malaysian Ministry of Education

701.Kingsley, Dale Eugene.
A case study of learning transfer in cross-cultural teacher training. /Kingsley, Dale Eugene. .-Dissertation (Ed.D.) - University of Massachusetts, 1977.
Descriptors:Malaysia ;USA ;Case studies ;Cross cultural studies ; Teacher education ;Comparative education ;Teachers ; Learning ;Doctoral theses.
ABSTRACT:This was a case study of the Teacher Corps/Peace Corps program involving the University of California at Santa Cruz, the Salines High School District, the Peace Corps/Malaysia, and the Malaysian Ministry of Education. The main objectives of the studies were to: 1) compare and contrast issues in domestic and foreign cross-cultural teaching; 2) identify components of learning transference and interference between the two contexts; and 3) assess implications of the learning relationships on programming and public policy for cross-cultural teacher-training. The study provided a general conceptual and theoretical outline of important factors in cross-cultural teacher training and differences of philosophy and approach within each component areas, viz. teaching skills, pedagogical methods and knowledge, cross-cultural communication and adjustment, and social and institutional expectations and change. Theoretical background for training transfer and "third-culture" training were described and cross-cultural teaching in different contexts were described and analysed. Two major cross-cultural teaching programs, the Teacher Corps and the Peace Corps were compared and contrasted. The major data sources were direct participant-observation, project documents and correspondence, evaluation questionnaires, taped interview with participants, and related research materials. It was found that transfer were impeded by: (1) conflicts and contradictions between Teacher Corps and Peace Corps goals, and purposes for cross-cultural teaching; (2) ineffective program planning, lack of coordination and continuity; (3) lack of a consistent. theory for the causes of socio-cultural problems and generalizing insights. Transfer was facilitated if the two teaching settings were similar. Master's degree process involving voluntarily participation in Malaysia also facilitated transfer. Areas of emphasis for effective cross-cultural teacher training were identified as follows. Cross-cultural theory and purpose should govern the practical, experiential aspects of training. Prospective cross-cultural teachers should be provided knowledge, insights and analysis of pressing cross-cultural problems in all areas of the society's life. This analysis should be related to implications for school governing policy, pedagogical decisions, teacher behaviours, learning theories and expectations of students. The study suggested that teachers should be able to take suitable political action to influence social and educational priorities affecting the cross-cultural setting. They should be challenged to defend and articulate alternative priorities and strategies for social and educational problem solving, relating proposals to their logical consequences in implementation.



By nirosha sen (j17.stw20.jaring.my - 161.142.120.91) on Thursday, April 08, 2004 - 8:53 pm: Edit Post

I'm concerned as a Malaysian mum on the teaching of Science as a subject to our children in our schools. Right now, information is too spoonfed and appears good enough for only examinations. I would like to ask your Organisation, how do you plan to address this issue as part of your joint venture programme to improve things at our schools? It's been a long enough stalemate in our system!

Now that both Science and Maths are returning to English as their language of instruction, in what way has your Organisation attempted to address this issue of concern? Many of our teachers barely speak the language nor do many make an attempt to read or practise it, particularly in smaller towns.

In the teaching of English, meaningless pictures and situations are still given to elicit a conversational response from children. Structured reading is minimal neither is there emphasis on the learning of grammar. Has your Organisation even attempted to point this out to our Ministry of Education?

I do hope you could take some of my misgivings as positive feedback on what's happening at the ground level. A lot of us are despondent at the slow and racist policies that's being practised here. That's the real stumbling block to any kind of improvement here, if you ask me. Merit is rarely practised in most promotional exercises that many schools have absolute pocker-faced, dumb idiots as school heads who are only good enough to sit "ornamental" in their school offices!


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