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    This document summarizes a study on teacher beliefs about teaching mathematics and science in English based on the Malaysian secondary school curriculum. The study gathered data from teachers in Perak through questionnaires, interviews, and classroom observations. The findings showed that most teachers felt obligated to follow the government mandate. However, some teachers had less positive views of using English for these subjects. Overall, the observations indicated that teachers were generally implementing the English curriculum successfully in their classrooms. But some teachers' beliefs were still aligned with the old syllabus rather than the new approach. The research aims to contribute to improving teacher development and instructional practices.

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    This document summarizes a study on teacher beliefs about teaching mathematics and science in English based on the Malaysian secondary school curriculum. The study gathered data from teachers in Perak through questionnaires, interviews, and classroom observations. The findings showed that most teachers felt obligated to follow the government mandate. However, some teachers had less positive views of using English for these subjects. Overall, the observations indicated that teachers were generally implementing the English curriculum successfully in their classrooms. But some teachers' beliefs were still aligned with the old syllabus rather than the new approach. The research aims to contribute to improving teacher development and instructional practices.

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    6 views1 page

    Abs Trak

    Uploaded by

    Mohd Zahren Zakaria
    This document summarizes a study on teacher beliefs about teaching mathematics and science in English based on the Malaysian secondary school curriculum. The study gathered data from teachers in Perak through questionnaires, interviews, and classroom observations. The findings showed that most teachers felt obligated to follow the government mandate. However, some teachers had less positive views of using English for these subjects. Overall, the observations indicated that teachers were generally implementing the English curriculum successfully in their classrooms. But some teachers' beliefs were still aligned with the old syllabus rather than the new approach. The research aims to contribute to improving teacher development and instructional practices.

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    English Language Journal Vol 3, (2009) 83-101 ISSN 1823 6820 Experiential Learning: . . .

    Teacher Beliefs and the Teaching of Mathematics and Science in English


    Cheah Li Na Sekolah Menengah Teknik Sri Manjung, 32040 Seri Manjung, Perak Nor Azmi Mostafa English Language Department, Faculty of Languages Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak

    Abstract: This research considers the question of how closely the beliefs of teachers correspond to the theoretical views and teaching methodology contained within the New Secondary School Mathematics and Science syllabuses. It aims to provide insights into teachers belief systems, which form the basis of the actions and behaviour of teachers in the classroom. The research data gathered from teachers in the district of Manjung, Perak is from questionnaires, interviews and classroom observations. From the study, it was found that most of them were of the opinion that as civil servants they had to abide by whatever mandate that was given by the government. The findings for both the interviews and survey were in concordance and revealed that teachers generally were in favour of the TeSME policy and believed in the educational merits of using English to teach Mathematics and Science. Overall, the findings suggest that the teachers do practise teaching Mathematics and Science using English in their classrooms. The implication is that from the practical point of view the intentions of the National Curriculum involving the stipulated teaching of the Mathematics and Science subjects appear to have been quite successfully interpreted in the Forms One, Two, Three and Upper Six classes observed. But, the findings from the interviews indicate a considerable number of teachers who have less positive views about the TeSME policy. This finding is reflective of the beliefs, assumptions and perceptions of the teaching and learning of teachers who still hold steadfastly to the ideologies of the old syllabus. It is hoped that this research study will contribute to teacher development and that the findings can inform research in teacher development. Keywords: Teacher beliefs, teaching of Mathematics and Science in English. 83

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