A Comparison of Pre-Service Science Teacher Education in Myanmar, the Philippines and Japan
Teacher education is the very first step for preparing quality teachers and it is crucial to provide quality teacher training. This research aims to analyze and compare pre-service teacher education policies and programs in Myanmar, the Philippines, and Japan, focusing on secondary science teachers....
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-07-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/13/7/706 |
| _version_ | 1797589568253329408 |
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| author | Wai Wai Kyi Denis Dyvee Errabo Tetsuo Isozaki |
| author_facet | Wai Wai Kyi Denis Dyvee Errabo Tetsuo Isozaki |
| author_sort | Wai Wai Kyi |
| collection | DOAJ |
| description | Teacher education is the very first step for preparing quality teachers and it is crucial to provide quality teacher training. This research aims to analyze and compare pre-service teacher education policies and programs in Myanmar, the Philippines, and Japan, focusing on secondary science teachers. A case study research design was employed by utilizing Technological Pedagogical and Content Knowledge (TPACK) framework. The result shows that TPACK components found in national education policies and programs in Myanmar were Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK). On the other hand, TPACK found in the Philippines and Japan were CK, PK, Technological Knowledge (TK), PCK, Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). In all three countries, limited provision of Technological Pedagogical and Content Knowledge (TPACK) was found. It is interpreted that provision of a balanced and sufficient knowledge of TPACK is essential to well equip pre-service teachers with required knowledge and skills considering internationalization and transnational education. This research uncovered the general patterns and trends in pre-service teacher education for science in three Asian countries as well as their uniqueness and best practices. |
| first_indexed | 2024-03-11T01:08:32Z |
| format | Article |
| id | doaj.art-2fc2d244b9234a5ba40724efd21a46e1 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-11T01:08:32Z |
| publishDate | 2023-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-2fc2d244b9234a5ba40724efd21a46e12023-11-18T19:03:20ZengMDPI AGEducation Sciences2227-71022023-07-0113770610.3390/educsci13070706A Comparison of Pre-Service Science Teacher Education in Myanmar, the Philippines and JapanWai Wai Kyi0Denis Dyvee Errabo1Tetsuo Isozaki2Graduate School of Humanities and Social Sciences, Hiroshima University, Higashihiroshima 739-8527, JapanGraduate School of Humanities and Social Sciences, Hiroshima University, Higashihiroshima 739-8527, JapanGraduate School of Humanities and Social Sciences, Hiroshima University, Higashihiroshima 739-8527, JapanTeacher education is the very first step for preparing quality teachers and it is crucial to provide quality teacher training. This research aims to analyze and compare pre-service teacher education policies and programs in Myanmar, the Philippines, and Japan, focusing on secondary science teachers. A case study research design was employed by utilizing Technological Pedagogical and Content Knowledge (TPACK) framework. The result shows that TPACK components found in national education policies and programs in Myanmar were Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK). On the other hand, TPACK found in the Philippines and Japan were CK, PK, Technological Knowledge (TK), PCK, Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). In all three countries, limited provision of Technological Pedagogical and Content Knowledge (TPACK) was found. It is interpreted that provision of a balanced and sufficient knowledge of TPACK is essential to well equip pre-service teachers with required knowledge and skills considering internationalization and transnational education. This research uncovered the general patterns and trends in pre-service teacher education for science in three Asian countries as well as their uniqueness and best practices.https://www.mdpi.com/2227-7102/13/7/706comparative studypre-servicescience teachersteacher educationTPACK |
| spellingShingle | Wai Wai Kyi Denis Dyvee Errabo Tetsuo Isozaki A Comparison of Pre-Service Science Teacher Education in Myanmar, the Philippines and Japan Education Sciences comparative study pre-service science teachers teacher education TPACK |
| title | A Comparison of Pre-Service Science Teacher Education in Myanmar, the Philippines and Japan |
| title_full | A Comparison of Pre-Service Science Teacher Education in Myanmar, the Philippines and Japan |
| title_fullStr | A Comparison of Pre-Service Science Teacher Education in Myanmar, the Philippines and Japan |
| title_full_unstemmed | A Comparison of Pre-Service Science Teacher Education in Myanmar, the Philippines and Japan |
| title_short | A Comparison of Pre-Service Science Teacher Education in Myanmar, the Philippines and Japan |
| title_sort | comparison of pre service science teacher education in myanmar the philippines and japan |
| topic | comparative study pre-service science teachers teacher education TPACK |
| url | https://www.mdpi.com/2227-7102/13/7/706 |
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