Teacher Training in Malaysia (Past & Present)

TEACHER TRAINING IN
MALAYSIA: PAST &
PRESENT
• NUR SYAFIQAH SYAHIRAH INDRA GUNAWAN (1412186)
• MASTURA ATAN (1417174)
• SITI NURLAILI KARIM (1415850)

HISTORY OF TEACHER TRAINING
IN MALAYSIA
• The education system founded by the British
government was the vernacular system of education
which was based on the Laissez-Faire rule.
• Therefore, there were four different schools during that
period, Malay, Chinese, Tamil and English schools which
used their own language as the medium of instruction,
hired teachers from their own country as well as the
syllabus.

ENGLISH SCHOOLS
• Normal Classes (1905, Kuala Lumpur)
- Established to train the local teachers because of the lack of
teachers from England.
- Divided into two: primary school and secondary schools teachers
training.
- Qualifications: passed English Language subject in Senior
Cambridge (SC) and excellent in other two or three subjects.
- After the World War II, the training was conducted by pos through
the Malayan government by sending local teachers Hong Kong
University from 1918-1928.

- In 1928, Raffles Teacher College was established and the
teachers were trained here.
- During the Emergency Period (1938-1955), English officers
refused to come to Malaya, hence, there was a lack of
teachers.
- The Malayan government established:
a. Kirkby Teacher College , Liverpool (1951-1962) - to
produce primary and secondary school English teachers
b. Brinsford Teacher College, Wolverhampton (1955-1964) -
to produce secondary school English teachers
- After the establishment of The Malayan Teachers College ,
Penang , both teacher colleges in England were closed.

MALAY SCHOOLS
• Before independence, Malay education system was only
limited for primary level (standard 6). Therefore, the available
teachers only those who passed standard 6.
• The teachers were trained through a system in which they
work as temporary school teachers and attend the training
class for 3 years.
• After the training period, they will be honoured as teacher with
certificate, if they passed and teacher without certificate, if they
failed.
• Male teachers with certificate will be send to Sultan Idris
Training College (SITC) to further their study.
• Female teachers with certificate will be send to Women

TAMIL SCHOOLS
• Before 1937, teachers were brought in from South
Indian. Clerks and nurses were hired as teachers.
• In 1941, weekend classes were established for 3 years,
and it was reported that about 300 Indian teachers
joined this course.
• However, this course was abolished due to the World
War II.

CHINESE SCHOOLS
• First Phase (1946-1947)
 Simplified Normal Training Course:
- Established in Pulau Pinang and followed by another two classes in
Perak.
- In 1947, it was opened in Selangor and Negeri Sembilan by the
government.
- It was closed by the demand of the British government.
• Second Phase (1948-1955)
 Weekend Teacher Training Course
 Vacation Teacher Training Course
 Senior Normal Class
• Third Phase (1956-1977)
- In 1957, the teacher training colleges were established in each state.

THE
ESTABLISHMENT
OF TEACHER
TRAINING
COLLEGES

• For the purpose of fulfilling the demand of schools, many
institutes were established:
1. Kolej Latihan Melayu (Singapore, 1878-1895)
2. Sekolah Latihan Guru Melayu (Taiping, 1898), closed due to the
establishment of
3. Kolej Latihan Melayu (Melaka, 1900)
4. Kolej Latihan Melayu (Matang, 1913), closed after the establishment of
5. Sultan Idris Training College (SITC) (1922)
6. Malay Teacher College (Johor, 1919), closed in 1928, trainees were
transferred to SITC
7. Training school in Kota Bharu (1929), prepares teachers for SITC
8. Batu Lintang Teacher College (Kuching, 1948)
9. Malayan Teacher Training College (Kota Bharu, 1954)
10. Sarawak Teachers College (Sibu, 1957)
11. Rajang Teachers College (1966)

• The number of trainees was low in all above institutes except
for Melaka College where almost 700 teachers were trained.
• All of these institutes were for male.
• In 1921, the first college for female teachers was established
and then followed by Johor College for female teachers in
1928.
• In 1935, the first separate training college was established for
female teachers and was named as Malay Women Teacher
Training College.

• Nowadays, the Malayan Teachers Training Colleges offer several
specialized courses like:
1. The Malayan Teachers College , Penang (Mathematics and Science)
2. The Malayan Teachers College, Lembah Pantai (English, Chinese,
Geography, Music)
3. The Technical Teachers College , Kuala Lumpur (Industrial Arts and
crafts)
4. The Malayan Teachers College, Johor Bharu (Agricultural Science
and Home Science)
5. The Language Institute (Malay, History, Geography and Music)
6. The Specialist Teachers Training College (Commerce, Art and
Crafts, Home Science, Physical Education, Audio Visual Aids and
Special Education for the deaf and blind)
7. The Islamic Teachers Training College

REFORMATION IN TEACHER TRAINING
EDUCATION
• Teacher Training System in Razak Report (1956)
- It suggests the reformation and application of teacher training.
- Teachers should be equipped with both academic qualification and
teacher professional training.
- From 1957-1972, teacher training was divided into three groups:
a. Maktab Perguruan Harian for primary school teachers
Teachers must meet these minimum requirements;
- 3 years in secondary school
- Lower Certificate Education (LCE)
- Teacher training for 3 years
- It was extended to 5 years in secondary school, having Senior
Cambridge Certificate and teacher training for 2 years

b. Teacher Training Colleges that produce lower secondary
school teachers
Teachers must meet these minimum requirements;
- 5 years in secondary school
- Senior Cambridge Certificate or Federation of Malaya
Certificate of Education
c. The Faculty of Education of University of Malaya that produce
higher secondary school teachers
- Degree from university
- Teacher training for 1 year to obtain the Diploma of Education

• Based on Rahman Talib Report (1960), there are 3 suggestions
concerning the development of teacher training.
a. The age of finishing school was raised up to 15 years old by
the establishment of Sekolah Pelajaran Lanjutan.
b. Free primary school education
c. Strengthening the use of Malay Language as the National
Language
• It led to the increase of demand for secondary school teachers
and the government had to establish Maktab Perguruan Daerah
to train the future teachers with Senior Cambridge Certificate or
Federation of Malaya Certificate of Education from 1965-1968.

THE TEACHER EDUCATION
DIVISION AND TEACHERS
COLLEGES
• Teacher Education Division of the Malaysian Ministry of
education is the department within the government which
holds the responsibility upon teacher education.
• It offers:
1. Initial Teacher Education Programme,
2. In-service teacher training,
3. Short courses, and
4. Workshops for specialized groups.

• Almost all teacher trainees acquire the corpus of
professional language register pertaining to teaching-
learning:
1. Primary school teachers from the national and
national-type schools receive their initial training
from one of the Teacher’s Colleges.
2. Secondary school teachers are typically trained in
one of the Faculties or School or Centres in public
universities.

• Teacher training at all levels have always been offered for
free for those intending to serve or those who are serving in
public schools.
• Pre-service teacher training candidates are paid monthly
stipends, in service teachers continue to receive their salaries
while in training.
• In the last decade, there are more teachers who intend to
serve in private schools. They are admitted to teacher
education programmes but these candidates are charged
nominal fees.
• Pre-service Diploma Programmes are the Malaysian Diploma
in Teaching (MDT) which replaced the Certificate in Teaching
in 1996, and the Postgraduate Diploma in Education.

• In service programmes include a Special Degree
Programme, a One- year Specialist Certificate Course,
Professional Development Programmes, the Malaysian
Trainers Development Programme, Special Smart School
Courses and Computer Maintenance Courses.
• These various programmes are also offered to
participants from the private sector.
• Typically, assessment is continuous, based on course
work and on final written examination as well as practical
teaching.

• The contents of the Teacher Education Programmes include
content of knowledge and teaching methodology or
pedagogy and Practicum.
• The knowledge specializations in school subjects include
Mathematics, Science, Biology, Chemistry, Physics, Civil,
Mechanical, Electrical and Electronic Engineering and
Information Technology. Other subject specializations include,
Physical Education, Living Skills, (Agricultural Sciences), Art
Education, Home Economics, Geography, History, Commerce,
Accounting and Economics.
• Languages offered are Bahasa Melayu, English, Arabic,
Chinese language. General or Global Skills are

TEACHER EDUCATION INSTITUTIONS
MAINLY, THERE ARE TWO TYPES OF TEACHER TRAINING INSTITUTES
ARE PROVIDING TRAINING TO TEACHERS IN MALAYSIA:
PRE-SERVICE TEACHER TRAINING
INSTITUTES IN MALAYSIA
• In Malaysia, the training of pre-service
teacher for both primary and secondary
schools is mainly provided by the 28 teacher
training colleges which are under the Teacher
Education Division of the Ministry of
Education, as well as the 11 public
universities.
• There are two main types of pre-service
programmes:
1. The Malaysian Diploma of Teaching (DMT),
2. The Postgraduate Diploma of Teaching
(PDT)
• There are also a number of twinning
programmes between local and overseas
universities where selected students train to
be teachers
IN-SERVICE PROGRAMMES
• Training for in service teachers on the
other hand is divided into the following
programmes:
1. Special Degree Programme (For non-
graduate teachers),
2. Special Teaching Certificate (KSPK),
3. Professional Development Courses
• In service teachers who follow these
training programmes usually will be
given a full-paid salary and training
allowance (for Special Teaching
Certificate Course and Professional
Development Courses) or a half-pay
leave.

CURRICULUM OF TTIS
• As Teachers Colleges were established, the colleges had their
own curriculum which reflected the curriculum content of
school subjects and the related respective corpus in the
pedagogical fields.
• R. O. Winstedt, Assistant Director of Education submitted a
report with suggestions for curriculum in the following
categories:
1. Curriculum;
2. Vocational and Agricultural Schools;
3. Administration; and
4. Teacher Training Colleges.

PPISMP- Preparatory course for Bachelor of Teaching
DPLI- Diploma Perguruan Lepas Ijazah (Post-graduate teacher Education Course)
PGSR- Program Pensiswazahan Guru Sekolah Rendah (Graduate Programme for Primary School Teacher)
PPG- Program Pensiswazahan Guru (Graduate Programme for Teachers)
GSTT- Guru Sandaran Tidak Terlatih (Attachment Teachers without Training)
PISMP- Bachelor of Training with Honours
KDC- Kursus Dalam Cuti (Holiday Course)

REFLECTION
• The Prophet Muhammad (pbuh) said: “God, His Angels
and all those in Heavens and on Earth, even ants in
their hills and fish in the water, call down blessing on
those who instruct others in beneficial knowledge.”
(Al-Tirmidzi, Hadith 422).

REFERENCES
• Teacher Education in Malaysia-
http://academictutorials.blogspot.my/2010/11/teacher
-education-in-malaysia.html?m=1

Teacher Training in Malaysia (Past & Present)

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