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A REVIEW: WHY DESIGN AND TECHNOLOGY TEACHERS NEED TO BE

COMPETENCE?

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 A REVIEW: WHY DESIGN AND TECHNOLOGY TEACHERS NEED TO BE
COMPETENCE?
Normila Mohd Bohari1 Aede Hatib Bin Musta’amal @ Jamal2,
Norliza Mohamad3, Mazlili Suhaini4
1234
School of Education, Faculty of Social Sciences and Humanities
Universiti Teknologi Malaysia, Johor

Corresponding Author: Normila Mohd Bohari.: 012-7450717

Email: milamiela@gmail.com

Abstract:
In Malaysia, the primary school life skills curriculum began in 1983, however the demands of
globalization and the need to produce knowledge workers have brought about significant
changes to the curriculum. In line with this change, the Malaysian Education Ministry has
created a new curriculum to integrate the education system in line with the aspiration of
producing students with creative and critical thinking skills. The Malaysian Education
Development Plan (2015-2025), which provides guidance for teachers, also outlines the
educational needs of students to meet the challenges of life in the future. Thus, the Life Skills
Curriculum was replaced with the subject as Design and Technology. This review study aims
to identify teachers Design and Technology (DT) competencies in the technical and vocational
education system in Malaysian context. Journal / article will be uploaded from e-journal system
provide by university will be used to determine themes in previous studies while PRISMA will
be using to determine which research journal is appropriate to be selected and has empirical
data. The results of this systematic review study are expected to assist the Ministry of education
and Design and Technology teachers in determining their competencies in performing school
tasks.

Keywords: Design and Technology, competency, Systematic review

Introduction
Transformation in education reflects that efforts of the Ministry of Education Malaysia (MOE)
to make changes in the field of education to realize the hope of the community to produce
quality students. Then, in order to ensure the success of human capital in achieving national
goals, the role of teachers is seen to significantly influence student achievement (Ridhuan et
al., 2014). Therefore, teachers need to know and understand the concept of work, credible and
capable of delivering educational, ethical and highly skilled content. Understanding the concept
of quality work competence in this field of education will influence teachers' duties in carrying
out their tasks (Popa, 2018).

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The Design and Technology subject is one of the new subjects introduced under the Primary
School Curriculum (CSSP) beginning in 2014 to replace the Integrated Life Skills (Curriculum
Development Division, 2018). This subject needs to be studied by students at level 2 in primary
school starting in year four. This subject is closely related to the design criteria of using
technology to produce a product by combining creative and critical thinking skills in technical,
agricultural technology, home science and entrepreneurship (Belon and Yassin, 2017). Design
and technology teachers, therefore, need to have different competencies than other academic
teachers as these subjects involve theory and practice skills.
Competence is the skill and ability that all teachers need to master and implement in learning
process more effectively while ensuring that the human capital they create is in the line with
curriculum was created. There is very important to understand the importance of competency
and its implications that greatly influence the performance of Design and Technology teachers
and student achievement in schools is relevant (Ahmad Anuar, 2017).

2.0 Problem of statement

The establishment of education policies, the National Education Philosophy, Vision and
Mission of the KPM has been ineffective due to the failure of teachers to recognize the
importance of mastering the competencies required in their field which will lead to lower levels
of self-awareness of their duties, commitments and responsibilities as educators to less quality
(Nurul Nadya Abu Bakar et al., 2011;Ahmad et al., 2015). The responsibility of teachers is
required in supporting the MOE requirement to achieve advanced country status by 2020
(Sufean, 2014). Therefore, all teachers need to be assisted in implementing the MOE mission
and aspiration to produce quality teachers in line with the needs of the country.
Design and Technology teachers need to understand their role as curriculum implementers as
they are trained with a variety of skills to deliver it on to their students as well as be skilled in
performing tasks and responsibilities effectively. However, in reality, the competency and
ability of teachers to perform their duties effectively remains doubtful given the phenomenon
of deterioration in student achievement (Belon and Yassin, 2017)
The issue of teachers lacking competence is clearly becoming a problem not only in Malaysia
but throughout the other country (Kunter et al., 2013 ; Nessipbayeva, 2012 ;Orazbayeva, 2016).
Some teachers do not seem to fully understand the importance of competence, while some
teachers are less aware of the implications if they are less competent in carrying out their
assigned tasks. In other while, it affects the effectiveness of their delivery in teaching and
learning, teaching methods are not interesting and often burden the organization with various
problems. This affects students who are having difficulty understanding the objectives of the
lesson to be delivered, which causes students to become bored and affect their academic
achievement.
The issue of underprivileged teachers in the performance of their duties is a burden on the
nation and negatively impacted the education system, thus affecting the quality of the country's
low education (Amin Senin, 2008;Mohammed Sani, 2013). Therefore, the review of this
journal / article is to clarify the importance of identifying the competencies of teachers
especially Design and Technology primary school teachers. Studies measuring competency
levels have been conducted frequently but no studies have been conducted on the competencies

2
of Design and Technology teachers in depth in primary schools in Malaysia context. Therefore,
there is a need for further competency studies to identify teachers' competencies in carrying
out their tasks.
3.0 Objectives of the review study is:
3.1 Identify the importance of RBT teacher competence in Malaysia.
3.2 Identify the implications of competence for RBT teachers in Malaysia.

4.0 Methods of the review

The study methodology is an elaboration of the form of the framework to be applied to achieve
the objectives of the study. In this study, the PRISMA method used to determine the selected
articles is an article with empirical data. The purpose of this study was to identify the
importance of competence and the implications of competence to Design and Technology
teachers. The journal or article downloaded is the use of online source articles in e-journal
materials provided by the UTM library through a subscriber database. This journal or article is
available through WoS, Scopus, Springer, Emerald, Google Scholar and Mendeley. The
document analysis method is used to obtain the results from the word analysis frequency and
word search string as follows:

Table 1: Word searching:

Search string from Scopus:

TITLE-ABS-KEY (("important" OR "required" OR "need" AND "competency" AND
"teacher" )) AND ( LIMIT-TO ( openaccess,1) ) AND ( LIMIT-TO ( PUBYEAR,2019) OR
LIMIT-TO ( PUBYEAR,2018) OR LIMIT-TO ( PUBYEAR,2017) OR LIMIT-TO (
PUBYEAR,2016) OR LIMIT-TO ( PUBYEAR,2015) OR LIMIT-TO ( PUBYEAR,2014)
OR LIMIT-TO ( PUBYEAR,2013) OR LIMIT-TO ( PUBYEAR,2012) OR LIMIT-TO (
PUBYEAR,2011) OR LIMIT-TO ( PUBYEAR,2010) ) AND ( LIMIT-TO (
LANGUAGE,"English" ) )

Search string from Mendley:

“competency” AND importance” yearr: 2010 to 2019
“teacher AND competency” year: 2000 to 2019
“ review AND competency”year:2010 TO 2019
“need AND teacher AND competence” year: 2005 TO 2019

3
4.1 Findings
Through the selection of PRISMA method there are several processes implemented so that the
selected articles / journals are required (identification, screening, eligibility and included).
Figure 1: below shows a flow chart of how the article / journal selection process is
implemented.

Identified jurnal/ article

through database
Identification

searching (n=293) From other sources

Wos = 180 (n= 5)
Scoupus=83
Mendley= 30

Screening process after

irrelevant papers and
Screening

duplicates removed (n=150 ) Records included title

of abstract level (n= 45)
overlap (n= 25),
editorial (n= 17)

Full text articles assessed for

eligibility (n=61)

Full text articles

Eligibility

excluded to social
science, review articles
(n=35)
Study included in the synthesis
(n=26)
Included

Studies included in the

qualitative analysis (n= 15)

Fig. 1: Systematic Review Flow Diagram (Moher et al., 2009)

4
4.2 Result and Disscussion
Question 1: What is the importance of competence to RBT teachers?

Mastery of pedagogical knowledge

Pedagogical knowledge is one of the most important lessons that all teachers need to master.
However, the level of mastery of pedagogical knowledge needs to be improved (Manap, 2014).
According (Che Ghani Che Kob, Mohd Zaini Osman, 2018) the mastery of technical teacher
pedagogy needs to be further enhanced and it should be given attention. Then, research study
by (Hakim, 2015) also highlight the need for awareness among teachers to enhance pedagogical
knowledge in teaching and learning to be relevant to current developments. The importance of
pedagogical knowledge is in line with Shulman, (1987) statement that teachers need to master
content knowledge; general pedagogical knowledge; curriculum knowledge; pedagogical
content knowledge; knowledge of learners and their characteristics; knowledge of educational
contexts and knowledge of educational ends.

Among the pedagogical knowledge in the field of Design and Technologi are knowledge
related to teaching and learning theory and practice, teaching objectives, content and self-
assessment of the knowledge gained. More then that, teacher should be knowledgeable in the
use of laboratories, equipment and machines, workshop safety and product development as
well as knowledgeable in care. Students will be more likely to understand when they receive
lessons from highly skilled and creative teachers. It is in line with (Bather, 2011;Popa,
2018);Marcut and Kifor, 2017) that in the field of technical pedagogical knowledge greatly
influence teacher teaching.

Mastery of skills and technology

In the field of Design and Technology, teacher needs to mastery skills and the use of technology
are very influential in the performance of teacher tasks to be more effective. There are several
aspects of skills required by teachers in the Design and Technology field including the ability
to fully utilize technology, use hand tools for cooking, agriculture and technical activities,
select teaching aids that fit their teaching objectives, the ability to maintain workshops, ensure
student safety and manage good workshops and ability to produce products (Suriana Ismail,
2013; Mohd Suhaimi N.S, 2017; Curriculum Development Division, 2018 ).
Design and technology subjects are different from other academic subjects as they focus on
practical learning aimed at producing products. During practical teaching sessions, these
teachers should always be with the students to guide and monitor their work and correct any
errors that may occur with proper demonstration. This situation needs to be mastered because
RBT teachers lack assistant when implementing practical teaching. Teachers' skills in
organizing students to carry out their activities are very important so that teaching activities are
active and meaningful (Manap, 2014).

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In addition, technology is also a primary concern of teachers in teaching and learning. Study
findings Kondratenko et al., (2015);Cendon,(2018), states that teachers face problems in
mastering technology that make teaching in the classroom sometimes traditional. Studies
Jovanova-Mitkovska and Hristovska, (2011) ;Duţă and Rafailă, (2014) states that teachers
need ongoing training in the field of technology to keep up with the latest information that can
be transferred to students. (Bardule, 2014), states that technology is a challenge in future
education because technology is evolving so fast. Teachers need to constantly improve their
skills in technology.

Mastery in English Language

Most of the resource’s information are available in English. Thus, all the Design and
Technology teacher should be mastery in other language to be competent. English is not only
the language of the international economy, it is also the language of technology to enable the
country to be more competitive, especially in a borderless world that creates a more liberal
environment in the use of services and resources (Yahaya, Hashim, & Che Shariff, 2008;
Yahaya, Mohd Noor, Mokhtar, Mohd Rawian, Othman, & Jusoff, 2009).
According to Abdul Latif and Abu Hanifah (2010), if teacher wants to master a broader field,
they need to master English or another language. Changes in education are unexpected so
teachers need to be prepared for future changes (Marcut and Kifor, 2017). It is imperative for
teachers to master the English language skills to become competent in the field of teaching.

Professionalism
Teacher professionalism is the embodiment of the values and their beliefs. Teacher needs to
realize that their responsibility is not only to teach but the implications of teaching that will
help student to understand the important of learning and make changing students in their
attitude and belief (Teacher Education Division, 2009). However, according to (Idris and
Hamzah, 2013) the value of teacher professionalism is moderate and needs attention.
Teachers need to understand the values of professionalism found in Malaysian Teacher
Standards and carry out their responsibilities sincerely and wholeheartedly. By having
professionalism, teachers will be able to produce effective and quality teaching. According to
(Saedah Siraj & Mohammed Sani Ibrahim, 2012) professional teachers are teachers who
practice professional development that involves professional development, active in
professional activities, contributing to the development of the teaching profession and a
foundation of professional readiness to assist professionally.

Support system
Among the support systems that assist teachers are the administration, community and parents.
Teachers need support to improve their knowledge, skills, and access to the latest teaching aids
as well as support information on current needs and developments in the industry (Jailani et
al., 2018). Finance and time are the most needed support for teachers to ensure they are more
competent in improving teacher skills and motivation. Communities should volunteer to

6
participate in school activities and provide ideas or suggestions to help teachers and schools
improve student achievement.

Questions 2: What are the implications of competence to RBT teachers?

Student
Naturally, the needs of students are an important priority to focus on in the teaching and
learning process. According to Bahter, (2011); Kurup et al., (2019), students will active with
hands-on learning and problem-based learning that can test their thinking ability. The use of
digital technologies greatly influences students' focus in the classroom as they become more
engaged in learning (Cendon, 2018). In addition, students are looking for opportunities to try
something new in order to bring their talents and creativity to an exciting environment
(Bardule, 2014; Amel. 2015).

Quality of education
An effective teacher is reflected in the quality of his or her education and the effectiveness of
his or her teaching (Lin, et al., 2010, Nadeem et al., 2011). The presence of qualified and quality
teachers in the classroom will ensure that the quality of student learning will also increase (Lin,
et.al., 2010). In the research (Goodwin and Kosnik, 2013) it is also suggested that teacher
competence is very influential in pursuing positive change and achieving success in the
education system. All nations often acknowledge that the strength of a nation is influenced by
the quality of education.
In Malaysia, in order to recognize the quality of skills education, the Department of Skills
Development (JPK) and the Malaysian Qualifications Agency (MQA) are two major bodies
that recognize the skills of technical and vocational teachers. Through this recognition the
national education system is on the same standard as the others country (Jailani et al., 2018).

Conclusion
Competent teachers are required to conduct teaching sessions for Design and Technology
subjects in order to meet the National Education Philosophy (NEP) which aims to produce
balanced and holistic students in all aspects. As such, Design and Technology teachers today
need to equip themselves with various skills to cope with the era of globalization in the world
of technical and vocational education. The Malaysian Education Ministry initiative which has
provided various initiatives to assist teachers through the provision of various teacher training
is an ongoing effort.
Further research should outline how appropriate training can help teachers acquire new skills
and develop teacher professionalism to better prepare for future challenges. However, as a
responsible teacher, need to understand of the tasks and beliefs they need to educate future
generations.

7
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