University of Hertfordshire

By the same authors


  • 905637

    Final published version, 3.52 MB, PDF document

View graph of relations
Original languageEnglish
PublisherUniversity of Hertfordshire
Number of pages161
ISBN (Print)978-1-907396-18-2
Publication statusPublished - 2011


Learning together through international collaboration in teacher education in Malaysia is the report of an enterprising partnership between the University of Hertfordshire, UK, the Ministry of Education Malaysia and two Institutes of Teacher Education in Malaysia. Working collaboratively with colleagues in Malaysia, the University of Hertfordshire School of Education designed, validated, supported and quality assured a Bachelor of Education (Honours) degree programme for initial teacher training for a single cohort of 120 students over four years. All the students graduated in 2010.

Learning together through international collaboration in teacher education in Malaysia provides a record of the project itself. It also documents in-depth insights from contributors to the project in two main areas: the collaborative approach to working together and issues relating to learning and teaching, including the Action – Reflection – Modelling (ARM) pedagogical approach, which underpinned the degree programme.

Senior managers, teacher educators and lecturers share some of their learning from working together to develop and implement the new degree programme. Student teachers voice some experiences from their school placements. They describe how they used ARM; highlight some of the benefits of the approach and identify some of the challenges associated with introducing a different pedagogy in schools as they were 'learning to teach'. There are glimpses of 'lively and attractive' classes in which 'pupils enjoy and feel comfortable to learn' and 'are eager to answer my questions'. School mentors provide additional insights into the student teachers' learning and teaching practice. The richness of the contributions is reflected in the many quotations included in the report.

The successful completion of this project was due to the dedication and expertise of many contributors. The findings documented in this report are relevant for all those engaged in international collaboration and teacher education.


Copyright University of Hertfordshire, School of Education 2011

ID: 323480