Abstract:

The objective of this study is to conduct a detailed evaluation of the present curriculum and practices in the perspective of best practices, national requirements and universal trends. It consequently develops and validates a new curriculum framework for a Teacher Education Model (TEM). The study outlines the seven provisional guiding principles (PGPs) that shape the curriculum, teaching and learning, assessment, leadership qualities and clinical experiences. The study employs both quantitative and qualitative methods through the use of analysis of documents, interviews, observations and validation form. The data has been gathered for almost five years. The findings discusses the analysis of best practices in education among four countries. The PGPs are developed based on three elements that are values, skills and knowledge. The high impact practices framework curriculum is proposed based on the Scholarship of teaching and learning (SoTL) (Boyer, 1990). This includes the integration of the Five Minds of the Future (Gardner, 1999) and the Malaysian higher education graduate attributes. The purposeful pathways for the high impact practices framework and the underpinnings of the curriculum structure for change are proposed. The samples of the progress implementation are discussed. The study implicates that such a process require a collective efforts from the community of the institution to ensure the curriculum can be implemented successfully.

Keywords:

Teacher Education Model, High Impact Practices Curriculum, Teacher Education Programme.