The appropriateness and the practicality of the SEARS-MT standards in Malaysia
| Table of Content | |
| 1. | Introduction |
| 2. | The Goal of SEARS |
| 3. | The SEARS-MT Dimensions, Appropriateness and Practicality |
| 4. | Conclusion |
| 5. | References |
Introduction
The South east Asia Regional Standards for Mathematics Teachers (SEARS-MT) will be used as benchmarks for monitoring progressing in teacher quality. This standard was created as part of the Southeast Asian Minister of Education Organization (SEAMEO) and Regional Centre for Education in Science and Mathematics (RESCAM) for sustained academic excellent and economic growth. Where, the SEAMEO region differs from Europe and United State in term of culture and economic growth.
We will go through about the goal of the SEARS-MT, four dimension standards and its challenges to appropriate and practice in teaching and learning in Malaysia.
The Goal of SEARS-MT
The SEARS –MT benchmark is to document a set of standards that explains the qualities should be attained by SEAMEO region mathematics teacher currently. The draft standards are especially proper guideline for unique Southeast Asia mathematics teachers.
The SEARS-MT Dimensions, Appropriateness and Practicality
The SEARS-MT dimensions provide a solid highlight structure to be quality teacher. Firstly, teacher should have knowledge such as understanding mathematics principles and teaching approaches, knowledge student’s characteristics and their interest, knowledge of supporting creativity and the development of higher order thinking skills and knowledge of Information and Communication Technology (ICT).
Secondly, teachers purposeful planning, implementing and evaluating of learning tasks in the classroom. This will establish learning environment that engage the students and create effective mathematics learning.
However, to develop teacher standard we also must consider diverse culture and various geometry land in Malaysia. How proper teaching approach without mix with culturally appropriate education. This will make confrontations between student and teacher, miscommunication, diminished student’s self esteem and alienation.
Shown Kana’iaupni (2007) stated that culture based education is the grounding of instruction and student value, norms, knowledge, beliefs, experience that are the foundation of a culture. There is stated in dimension standard indicators, teacher should have knowledge of students’ socioeconomic, cultural, ethnic and religious and backgrounds. Still teachers fail to implement suitable approach in classroom with different culture. The teachers are excellent reflect for all their student progress but they will dilemma to select proper instruction.
Furthermore, there are still big gap of facilities between urban area and rural area such as electricity, computers and technical support although Malaysia has been spending more on education than other countries in the region. The standard knowledge of Information and Communication Technology (ICT) can be questioning as remote schools are far behind from this technology.
In my opinion, the schools in Malaysia in urban area have many Information and Communication Technology (ICT) facilities but continuous afford to develop the facilities seems to be end such as many unrepaired hardware, old software and slow speed of wireless broadband (WIFI) in their school.
Thirdly, this dimension emphasises teacher personal and professional that assist students to engage, to value their learning in Mathematics and to appreciate. Teacher will show respect for their students, moral behavior towards school society, strong work commitment and passion on Mathematics.
Lastly, fourth dimension encompasses the importance of teacher’s professional community to strength collaboration among professional community. Teacher is willing to perform duty above expectation, involved mathematics project or co-curricular activities, journal and research contribution and connected with among industries or educational professional networking.
Although, educators in this country has high cognitive competency but there is insufficient in terms of enhancing the teachers’ commitment and responsibilities. The finding from Hazri Jamil, Yusof Petras and Abdul Rashid Mohamed (2014) prove excessive working load of educators, handled big size of classes and conflicts between educators, school management and the educational authorities due to complex and extensive hierarchy of the Malaysian educational system decreased teachers’ commitment and contribute to community.
The finding also indicates teachers have dominantly positive opinions about importance of their professional contribution to the society. In contrast, majority opinion about insufficient teacher salaries and educational career has second choice effect their professional attribute.
This also proves as I been a private teacher, many government teachers told still doubt about their salaries compare to what they have contribute. Teacher is willing to do part time teaching in weekends and sales items in school.
Conclusion
The SEARS-MT seems to be clear indicators to balance teacher professional quality to certain standard level for only Southeast Asia region due its unique culture and economic growth.
This differ from other region such as Europe and modern country has far establish in education and high economic grown that use TIMSS and PISA assessment as indicators to rank student progress in Science and Mathematics to all over the world include Malaysia.
It is proper time now Southeast Asian Region has its own standard indicators education especially in Mathematics and assessment to monitoring students’ progress.
I think all educators professional have been outline relevant and effective indicators to teacher. In my opinion, the challenge to implement all the standard dimensions can be solve if we altered and add value to our education system in terms proper candidate selection in education field, high frequently collaboration between teacher and superior, more expenditure in remote area such as Sabah and Sarawak and built continuous facilities and technical support in Information Communication Technology (ICT) to all the school in Malaysia.
Therefore, SEOMEO region with SEARS-MT and SEARS-ST mechanisms will be produce highly skill workers and high economic income in the world.
References
Hazri Jamil, Yusof Petras & Abdul Rashid Mohamed. (2014). Investigating Teachers' outcomes. Professional Identity and Development in Malaysia. Penang: University Sains Malaysia Retrieved March 9, 2014 from from http://home.hiroshima-u.ac.jp/cice/wp-content/uploads/2014/03/5-3-3.pdf
Kana’iaupuni, S., Ledward, B., & Jensen, U. (2010). Culture-based education and its relationship to student outcomes. Honolulu: Kamehameha Schools, Research & Evaluation. Retrieved
Retrieved March 9, 2014 fromhttp://www.ksbe.edu/spi/PDFS/CBE_relationship_to_student_outcomes.pdf
The Southeast Asian Regional Standards for Mathematics Teachers (SEARS-MT) Project. to student Retrieved March 9, 2014 from http://mathted.weebly.com/upload/7/8/5/0/7850000/the_southeast_asian_regional_standards_searsmt_draft.pdf
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