Assessing Urban and Rural Teachers’ Competencies in STEM Integrated Education in Malaysia
Assessing Urban and Rural Teachers’ Competencies in STEM Integrated Education in Malaysia
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评估马来西亚城乡教师 STEM 融合教育的能力
DOI：
10.1051/matecconf/20178704004
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
A. Z. Khairani
中科院分区：
文献类型：
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作者：
A. Z. Khairani
为了满足大量技术工人的需求，马来西亚将在全国的主流学校引入STEM融合教育。然而，与任何教育改革一样，需要考虑的一个重要问题是教师是否做好了准备，特别是在他们实施改革的技能和能力方面。因此，本研究的目的是评估城乡教师STEM融合教育能力的差异。本次横断面定量研究的样本共有244名教师（城市= 129名，农村= 115名）。采用Rasch模型对18个项目的问卷进行分析，以确定衡量城乡教师胜任力的项目特征。DIF分析表明，项目相关的能力（1）信息和通信技术的整合，（2）组织课外活动，在两套教师之间的措施显示出显着差异。这项研究的结果肯定会为相关利益攸关方提供有用的信息，特别是在为指定地区的教师提供培训方面。
In order to fulfil the need of sizeable skill workers, Malaysia will introduce STEM integration education in mainstream schools throughout the country. However, like any educational reform, one important issue that needs to be taken into account is the teachers’ readiness especially in terms of their skills and competency in implementing the reform. As such, the purpose of this study is to assess differences between teachers’ competency for STEM integration education between urban and rural teachers. A total of 244 teachers (urban = 129, rural = 115) are employed as sample in this cross-sectional quantitative study. Responses from an 18-item questionnaire were analysed using Rasch Model analysis to determine characteristics of item that measure competency between urban and rural teachers. The DIF analysis shows that items related to competency in (1) ICT integration, and (2) organizing co-curricular activities showed a significant difference in their measures between both sets of teachers. The result from this study would certainly provide useful information to relevant stakeholders, especially with regards to providing training for the teachers in the designated areas.