Proceeding – Kuala Lumpur International Communication, Education, Language and Social Sciences

13 (KLiCELS 13), 27-28 July 2019. Bangi Resort Hotel, Bandar Baru Bangi, Malaysia. e-ISSN – 2682-8855

STUDENT PERCEPTION ON TEACHER TRAINING PROGRAMME: THE CASE OF

POSTGRADUATE DIPLOMA IN HIGHER EDUCATION LEARNING AND TRAINING

Shir May Ooi

Universiti Utara Malaysia,
06010 UUM Sintok, Kedah, Malaysia.
Email addresses: shirmay@uum.edu.my

Sarah Thangadurai
Universiti Utara Malaysia,
06010 UUM Sintok, Kedah, Malaysia.
Email addresses: tsarah@uum.edu.my

ABSTRACT

Postgraduate teacher training programmes are being widely practiced across the globe over the past nine decades as a
means to train teachers to educate. Teachers in higher educations get greater confidence and motivation through teacher
training programmes. A majority researchers criticise these training programmes that the postgraduate teacher
certifications fail to develop learners’ creativity and intellectual curiosity. Interviews will be conducted to postgraduate
diploma students in focus groups. Given the criticisms that outweigh the positive spectrum of teacher training
programmes, it is essential to explore the extent to which this programme is fruitful.

Keywords: postgraduate diploma, teacher training programmes, student perception, education, qualitative research

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1.0 INTRODUCTION

Postgraduate teacher training programmes are being widely practiced across the globe over the past nine decades as a
means to train teachers to educate learners (Aubrey & Riley, 2017; Guyver & Nichol, 2004; Koetsier, 1995).
Subsequently, several researchers have come forward to evaluate the effectiveness of postgraduate teacher training
programmes to measure the magnitude to which teacher deliver what they are expected to (Goldhaber & Brewer, 2000;
Good, 1979). Accordingly, postgraduate teacher training programmes have been found to be useful for teachers as well
as for the learners. For instance, students who have been taught by trained teachers in higher educations have been
proven to be high achievers (Good, 1979, p. 57). Teachers in higher educations on the other hand get greater confidence
and motivation through teacher training programmes. Although a few scholars agree that postgraduate teacher training
programmes are highly productive and essential (Darling-Hammond et al., 2005), a majority researchers criticise these
training programmes for various reasons. For instance, a shocking discovery reveals that teachers in higher educations
with teaching certificates do not produce students with high achievement as found by some previous scholars (Buddin
& Zamarro, 2009, p. 110). Instead, postgraduate teacher certifications fail to develop learners’ creativity and
intellectual curiosity (Walsh, 2001). Moreover, Goldhaber and Brewer (2000) contend that teachers in higher
educations without certification do not perform worse as their performance is in par with trained teachers. Supporting
Goldhbaer and Brewer’s findings, Darling-Hammond (2002) further argues that teacher certifications are not vital as
long as teachers’ verbal ability is excellent. Hence, given the criticisms that outweigh the positive spectrum of teacher
training programmes, it is essential to explore the extent to which this programme is fruitful.

1.1 Research Problem

Teacher training programs have been run in many countries across the globe. In the U.S for instance, ‘Teach for
America’ (TFA) has been implemented since year 1990 (Teach for America, 2018). In the United Kingdom on contrary,
British study centres offer variety teacher training programmes to cater local as well as international teachers (British
Study Centres, 2019). Malaysia’s neighbouring country Singapore as well provides different teacher training
programmes such as diploma in education, the postgraduate diploma in education and the bachelor of arts/science
(education) for teachers depending on their qualifications (Centre of International Education Benchmarking, 2019).
Despite being extensively offered in many nations, researchers have been seriously inquiring the viability of teacher
training programmes by putting forward several logical facts. One of those facts is that teachers with teaching
certificates are not loyal as they tend to leave their employer quite often (Darling-Hammond et al., 2001; Kane et al.,
2008). According to Neason (2014), approximately 50% of trained teachers only stay in their existing jobs for 5 years.
Due to the value-added knowledge and experience, job-hopping has become a norm among newly trained teachers
(Harris & Sass, 2011, p. 799). As a result, students are taught by new teachers frequently (Kane et al., 2008, p. 616).
Moreover, existing teachers are forced to teach a bigger classroom of students to support reduced manpower (Neason,
2014). Subsequently, student achievement tends to get lower (Buddin & Zamarro, 2009, p. 110). Despite such
disturbing proofs, teacher training programmes do not seem to be stopped. Recently, Minnesota, a state in the U.S has
introduced a strict teaching license for potential teachers claiming that the existing teacher training program is
ineffective which has been heavily criticised by many teachers (Golden, 2019). In one of the Malaysian public
universities Universiti Utara Malaysia (UUM), teacher training program most commonly known as post-graduate
diploma in higher education learning and teaching (PGDHELT) is forcefully being imposed on new lecturers with PhDs
claiming that they need exposure on how curriculum is developed and how students need to be taught. Hence, given the
available discrepancies between what is happening in the education system and what is researched, it is vital to explore
the extent to which teachers who undergo this teacher training programmes take a liking towards such programmes.
The demeaning interest in teaching puts the education industry in a rather serious condition as the search for qualified
teachers has become a necessity in order to maintain the existing quality of teaching (Dove, 2004). Nonetheless, teacher
attrition rate in some developed countries such as the US and the UK is noticeably getting higher in recent years
(Strauss, 2017; Tapper, 2018). In the US for instance, every 5 years about 40% of trained teachers tend to leave their
jobs. According to Nursey-Bray and Palmer (2019, p. 11), teachers are intensively pressurised with the so called
‘teacher training certificates’ as they are forced to apply what they have studied during their trainings. As a result,
teachers are easily burned out (Tapper, 2018). Moreover, past evidence suggests that knowledge gained from teacher
training programmes become irrelevant after several years of teaching as some of them are not transferrable knowledge
(Harris & Sass, 2011, p. 806). Despite how negatively teacher training programmes are perceived, US government has
introduced a new teacher license programme which is condemned by teachers as a difficult measure to hire teachers
given its tough exam questions (Golden, 2019). According to Juklová (2015, p. 895), trainees who undergo teacher
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13 (KLiCELS 13), 27-28 July 2019. Bangi Resort Hotel, Bandar Baru Bangi, Malaysia. e-ISSN – 2682-8855

trainings often complain about the workload they have to bear with and the pedagogical knowledge which does not
serve its purpose when teaching. The fact that too much workload puts pressure on students who are undertaking
PGDHELT is true given the complaints and comments they post on open learning platform which is used by the trainers
who teach lecturers in PGDHELT. A snapshot of one of the comments from open learning is shown in figure 1.

Figure 1: Student complaint on PGDHELT programme

The above figure shows one of the comments made by a student of PGDHELT programme. Accordingly, PGDHELT
increases pressure which becomes detrimental for the learners. Another comment is shown in the following figure.

Figure 2: Snapshot of a student complaint on PGDHELT

According to the above figure, PGDHELT does not instil learning instead induces brain cramp due to too many
assignments that students need to cope up with. Another student agrees with the above student which is shown in the
following figure.

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Figure 3: Snapshot of student complaint on PGDHELT

The amount of pressure this programme puts on students could be revealed through this study as it determines to look
into what students perceive about this programme. Practically, this study educates the policy makers within UUM to
consider lecturers’ existing workloads and act accordingly towards helping the academics perform well mentally and
physically.

1.2 Background of PGDHELT

PGDHELT is a postgraduate diploma programme in higher education learning and teaching, specifically designed and
delivered for new lecturers who teach undergraduate as well as postgraduate students in UUM. PGDHELT has first
been introduced in 2018 as a requirement for newly hired PhD holders or previous tutors in UUM in order to be
confirmed in their jobs. The teaching programme has been ongoing for 3 years now with the second batch of students
currently undertaking the programme. PGDHELT is designed to deliver 5 Programme Educational Objectives (PEO) as
follow:
 Use knowledge and skills that enable them to work effectively in a range of post-secondary educational
settings.
 Foster informed insights, awareness of, interest in and commitment to the aims and values inherent in the
theory and practice of education, in various contexts within the post-secondary educational settings.
 Demonstrate a capacity for reflection and critical analysis of scholar-practitioner’s exemplary practice and use
innovation for continuing professional enhancement.
 Use problem solving and scientific tools to make informed decisions in raising standards of curriculum
relevant to the needs of learners in post-secondary educational settings.
 Embrace lifelong learning practices to develop their expertise, diverse talents and potentials for the benefit of
community of practitioners.

PGDHELT is expected to let the students achieve the following Programme Learning Outcomes (PLOs):
 Demonstrate appropriate competencies in planning, delivering and evaluating their teaching learning,
assessment across disciplines and contexts.
 Foster the development of informed insights into the cultural, social, political, economic and religious contexts
within which learning takes place.
 Demonstrate an awareness of, interest in and commitment to the aims and values inherent in the theories and
practices of education.
 Commit to raising the capacity to use problem solving and scientific skills in implementing the curriculum
relevant to the needs of learners in post-secondary educational settings.
 Demonstrate a capacity for reflection and critical analysis of their own exemplary practices and for continuing
professional enhancement.
 Demonstrate an understanding of the changing world and foster the development of professional mind-sets
which are able to objectively weigh, make decisions, anticipate and accommodate innovation.
 Combine suitable business and entrepreneurial skills in IT related projects.
 Engage in continuous learning effort and incrementally develop talents and potentials.
 Develop expertise in teaching, coaching and mentoring and build credibility to become role models in post-
secondary educational contexts.
 Be actively engaged in contributions to community development through professional organisations or other
voluntary organisations.
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Despite having inspiring PLOs, many students from the current batch have been complaining about the programme and
its usefulness in their teaching delivery. One of the reasons could be introduction to too many technological tools to
teach students. As Budaghyan (2015, p. 200) argues, trainees should not be overloaded with different technology as it
would be difficult for them to learn all available technological tools at once. Moreover, it is important to realise that
lecturers who are taking PGDHELT also teach undergraduate and postgraduate students in addition to supervising
research students. Hence, PGDHELT programme organisers should also take the lecturers’ other activities into account
before burdening them with too much workload. Therefore, it is crucial to explore the extent to which students perceive
PGDHELT is beneficial to them.

1.3 Aim and Objectives

This study aims to investigate student perception on PGDHELT training program. To achieve the aim of the study, two
objectives have been set. We have set one objective to be achieved at the end of this study. The two objectives are as
follow:
 To explore student perception about postgraduate diploma program in teacher training program from different
dimensions.

1.4 Significance of the Study

This study has theoretical as well as practical significances. Theoretically, this study contributes to teacher training
literature, education literature and service literature. As researchers argue that proper teacher training programmes are
vital for a quality teacher (Harris & Sass, 2011; Okpe & Onjewu, 2016, p. 310), the perception of teachers who undergo
teacher trainings appears to be missing. Hence, there is a need to explore the perception of trainees who undergo
postgraduate diploma program in higher learning institutions. Thus, this study fills in the gap by addressing the gap by
examining the lecturers’ perception on postgraduate diploma program in teacher training program.

2.0 LITERATURE REVIEW

2.1 Student Perception on postgraduate teaching program
As defined by Shantz (1975), person perception addresses "how an individual describes or categorizes another person or
his actions and what disposition or traits he attributes to another" (p.268). The study on student perception refers to the
ability to recognize student emotions and identify how others are feeling requires attention to multiple internal and
external cues and the analysis of both verbal and nonverbal communication in oneself and others (Brackett & Katulak,
2007). In this study, student perception on postgraduate higher education teaching program will be analysed. Devoting
adequate time and attention to fostering such emotional awareness is extremely important in optimizing teacher
effectiveness in multiple domains (Brackett & Katulak, 2007).
Postgraduate teaching programs improve the quality of teaching and teachers’ professional development through the
foster of knowledge and habit of teaching. Thereby, these training programs help them to meet and succeed in the
contact of demands of teaching in 21st century (Roeser et al., 2012). Schneider and Bowen (2010) who deduced that the
quality of the core service influences the overall quality of the service perception.
Building the relationship, teacher visibility and educating teachers are the major factor affecting students’ perception for
postgraduate teaching program. Collaboration and teamwork among students and teachers in teaching program are
important to unity and communicate between each other to work as a team. The importance of being open and
accessible to teachers and students and being a presence in the school, and of visibility being essential to helping
students learn who and what stand for as a teacher. Students in postgraduate teaching program expressed the need for
teachers support in their classrooms relating to the problem solving and decision making, dealing with aggression,
accepting of differences, building character education, and helping establish a positive learning environment. Through
of the use of cohesion-building activities with classes, they think classroom management can be improved and students
would demonstrate respect for one another. Teachers in the postgraduate teaching program understand the important of
the training program and they are knowledgeable to help students improve in their academic performance (Clark &
Amatea, 2004).

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2.2 Student perceptions on teacher’s traits

Individual characteristics like age, research interests, previous results, perception pattern, family background, and
income are important contributors to the perception of education quality. Scholarss show that environmental factors
such as social, economic, and cultural influences can also play vital roles (Akareem & Hossain, 2016). Teaching job
involves intense efforts from teachers to regulate their internal and expressive components of emotions according to the
display rules prevalent in teaching contexts – a phenomenon referred to as emotional labor (Chang, 2009). Teachers’
general affects and self-efficacy affect students’ perception and effectiveness of teaching. According to Teacher
Emotions Scales (TES), enjoyment, anger and axiety are the three most relevant emotions in context of teaching.
The emotions of teachers are important not only for their own health but also the effectiveness and functioning of the
class (Frenzel et al., 2016). Teachers’ emotions are relevant outcomes, with clear links to overall teacher well-being,
burn-out risk and retention in the teaching profession (Chang, 2009). Teacher emotions are linked with teaching quality
and the established bonds with students (Keller et al., 2014). Moreover, they are proposed to be relevant for students
because teacher emotions are linked with teaching quality and the established bonds with students (Hagenauer & Volet,
2014).
Teacher self-efficacy is also found to be strongly related to student achievement (Landrum et al., 2003; Zabel et al.,
1991). Teachers with high self-efficacy beliefs think that student achievement lies within their control (Tschannen-
Moran et al., 1998), spend more time monitoring students and giving instruction, facilitate higher levels of classroom
management, and thus contribute more to student achievement than teachers with low self-efficacy beliefs (Goddard et
al., 2004). Self-efficacy measures are user-friendly and vary in the number of different dimensions they comprise.
Norwegian Teacher Self-Efficacy Scale stated the six correlated dimensions to evaluate self-efficacy: instruction,
adapting education to individual students’ needs, motivating students, maintaining discipline, cooperation with
colleagues and parents, and coping with change and challenges (Skaalvik & Skaalvik, 2010).

2.3 Student perceptions on quality of teaching

Research on quality in higher education has indicated that teaching quality is hard to define since quality may mean
different things to different people (Harvey & Green, 1993). However, Sahney, Banwet, and Karunes (2010) explain
education quality as the constructive alignment of education output to planned goals, specifications and requirements.
The majority of service quality research in higher education has concentrated on the attitudes of students, and in many
countries independent quality assurance bodies assess student experiences and perceptions. qualifications of teaching
staff are found to be one of the most important factors affecting the perception of education quality (Akareem &
Hossain, 2016). Quality is defined as fitness for purpose and assuring quality of teaching is defined as those systems,
procedures, processes and actions intended to lead to the achievement, maintenance, monitoring and enhancement of
quality in teaching (Akareem & Hossain, 2016; Harvey & Green, 1993).
Higher education institutions are now considered as service centers like other profitable and non-profitable
organizations, which can segment and target markets based on the dimensions of higher education quality. Study
revealed that students perceive personal qualities and professional knowledge to be the most significant qualities needed
to be an ideal teacher. The personal qualities include general personal qualities, kindness, leadership, and attitude
toward profession; and professional qualities include knowledge of the subject matter and didactic knowledge. Other
qualities like general knowledge, teacher as a socializing agent and a person with a distinct social mission are perceived
to be less important (Arnon & Reichel, 2007).

2.4 Students perceptions on assessments

Formative assessment, summative assessment and work-integrated assessment are three general types of assessment in
education. Formative assessment contributes to learning through providing feedbacks. It does not contribute to the final
mark given for the module. Summative assessment demonstrates the extent of a learner's success in meeting the
assessment criteria used to gauge the intended learning outcomes of a module or programme, and which contributes to
the final mark given for the module. Work-integrated assessment is an assessment where the tasks and conditions are
more closely aligned to what students would experience within employment (ExeterUniversity, 2019).
Assessment has significant effects on student learning as assessment and learning are closely related and influence the
ways in which students perceive learning (Ainley, 1993; Light et al., 2009). The teaching methods must be aligned with

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assessment methods and learning goals for teaching effectiveness to be enhanced (Biggs, 2003). Assessment practices
based on a learner-centred assessment enhance the active involvement of the students, produce feedback, enable
collaboration between students and faculty and allow teachers to realise how learning is occurring (Webber, 2012).
Such practices prepare students for professional life promoting problem solving and skills development in real-life
contexts (Dochy et al., 1999).

3.0 METHODOLOGY
The research aims to explore what students perceive about postgraduate diploma in teacher training program from
different dimensions. Target interviewees are those PGDHELT students that have been enrolled or are enrolling
currently in the program (PGDHELT cohort 1 and cohort 2). Qualitative case study research is proposed to be
conducted for this research as it provides in-depth analysis on the students’ perception about PGDHELT program.
Interviews will be conducted with PGDHELT cohort one and cohort two students in focus groups. Interviews will be
transcribed and data analysis will be carried out using NVivo after investigation. The knowledge and theory which are
derived from data in qualitative research offer deep insight that enhances understanding of the reality in the subject that
is under study (Loo & Nasruddin, 2015; Strauss & Corbin, 1998). This study is expected to reveal why students feel
PGDHELT is stressful and causes ‘brain-cramp’ as students have mentioned in their assignments and discussions.

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