CHAPTER ONE

SETTING THE RESEARCH STAGE

1.1 Introduction

The illiterate of the 21st century will not be those who cannot read and write but
those who cannot learn, unlearn and relearn.

Alvin Toffler (Futurist)

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1.2 Motivation for the study

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1.3 Background of the Study

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 Table 1.2: Title for first table in chapter 2

1.4 Lifelong learning agenda: glancing through the concept, practice and implementation issues

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1.4 Teachers and lifelong Learning: emerging identity as learners?

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Theme, the pictures, charts, and SmartArt graphics change to match your new theme. When you apply
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Save time in Word with new buttons that show up where you need them. To change the way a picture
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…government decisions are most likely to succeed when planned

and implemented with the full participation of teachers and their
organizations, since they are the ones who will ultimately
implement policies (ILO, 1996c cited in 2000: 64).

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4
 Figure Error! No text of specified style in document.-1: Lifelong Learning- The Concept
Chapman, et al. (2003), Teacher Education and Lifelong Learning

Aims of lifelong learning Actualised through learning

experiences across the
lifespan

A HINDERED BY
knowledgeabl
e and more
highly skilled
workforce
leading to Pre-school,
economic Compulsory
schooling, Cultural,
advance
Social, Cultural, Social,
Personal Community Economic
develop- agencies, Factors,
Stronger ment, Post compulsory Policies,
democracy and autonomy education, Institutional
more inclusive and choice The workplace Factors,
society
Individual
Factors

ENABLED
BY

1
Video provides a powerful way to help you prove your point. When you click Online Video, you can
paste in the embed code for the video you want to add. You can also type a keyword to search online for
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and sidebar. Click Insert and then choose the elements you want from the different galleries.

Themes and styles also help keep your document coordinated. When you click Design and choose a new
Theme, the pictures, charts, and SmartArt graphics change to match your new theme. When you apply
styles, your headings change to match the new theme.
Save time in Word with new buttons that show up where you need them. To change the way a picture
fits in your document, click it and a button for layout options appears next to it. When you work on a
table, click where you want to add a row or a column, and then click the plus sign.
Reading is easier, too, in the new Reading view. You can collapse parts of the document and focus on
the text you want. If you need to stop reading before you reach the end, Word remembers where you
left off - even on another device.

1.4 Lifelong learning in Malaysia at a glance: towards the research framework

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Theme, the pictures, charts, and SmartArt graphics change to match your new theme. When you apply
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Reading is easier, too, in the new Reading view. You can collapse parts of the document and focus on
the text you want. If you need to stop reading before you reach the end, Word remembers where you
left off - even on another device.

1.5 Implication of Malaysia’s Commitment in Lifelong Learning on Teachers’ Professional Development:

towards the research context

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Video provides a powerful way to help you prove your point. When you click Online Video, you can
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Theme, the pictures, charts, and SmartArt graphics change to match your new theme. When you apply
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Save time in Word with new buttons that show up where you need them. To change the way a picture
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left off - even on another device.

1.5.1 Upgrading teacher qualification status

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Reading is easier, too, in the new Reading view. You can collapse parts of the document and focus on
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left off - even on another device.

(ARAHAN: asingkan diagram ini pada mukasurat baharu dengan orientation landscape)

Figure Error! No text of specified style in document.-3: EDMP Approach

Figure Error! No text of specified style in document.-2: EDMP Conceptual
(Adapted from a presentation material by General Secretary of MoE)
Framework

APPROACH
EQUITY AND EQUALITY IN Promoting Excellence of
EDUCATION
BASIS FOR DEVELOPMENT in Education Educational institutions by
2
Equal Opportunities
Establishing Educational
Strengthening theMission
National National Schools TWO MAIN Clusters
Excellence
APPROACHES of Educational institutions
BridgingNational
the education Gap
Development Policy
EDMP STRATEGIC THRUSTS
Enhancing the teaching
National Profession
Education
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Reading is easier, too, in the new Reading view. You can collapse parts of the document and focus on
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1.5.2 Improving ICT-based skills

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Reading is easier, too, in the new Reading view. You can collapse parts of the document and focus on
the text you want. If you need to stop reading before you reach the end, Word remembers where you
left off - even on another device.

1.6 Purpose and Rationale for the Study

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brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick brown fox
jumps over the lazy dog.
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brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick brown fox
jumps over the lazy dog.
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brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick brown fox
jumps over the lazy dog.

Berikan caption pada jadual ini.

The quick brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick
brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick brown fox
jumps over the lazy dog.
The quick brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick
brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick brown fox
jumps over the lazy dog.
The quick brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick
brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick brown fox
jumps over the lazy dog.

(Arahan: Berikan style yang sesuai untuk quotation ini)

Our desire is not only to produce quality teachers but far more than
that, it is to ensure those with qualities retain in the national education
system and that they are retained with endured quality throughout
their service [translated from Malay language] (Hishamuddin Hussein,
Minister of Education, EPU, 2006:106).

The quick brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick
brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick brown fox
jumps over the lazy dog.

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The quick brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick
brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick brown fox
jumps over the lazy dog.
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brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick brown fox
jumps over the lazy dog.

Figure Error! No text of specified style in document.-4: Sensitising the Concepts

Interpreting
Teacher-Learner Researcher domain:
Domain: Interpreting their beliefs,
How do I see values,
learning? actions/reactions,
How and why decisions, perceptions by
learning becomes taking into account the
my responsibility external factors
and identity? What (enablers and promoters
influence me? to learning)

Understanding and seeing teachers as learners under the socio-cultural perspective

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brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick brown fox
jumps over the lazy dog.
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brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick brown fox
jumps over the lazy dog.
The quick brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick
brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The quick brown fox
jumps over the lazy dog.

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1.7 The aim and objective of the research

As explained further in Chapter 3, the research aim, objective and questions are the consequence of a
series of revisions during the research process as well as of the progressive and emergent findings:

(Berikan style yang sesuai untuk subtopic berikut)

Research Aim
To understand the identity of Malaysian teachers as learners and the extent to which they see learning
as part of their professional identity.

Research Objective
To explore the extent to which the context of learning identity formation of Malaysian teachers can be
informed by the English teachers’ context to be found in literature, by treating each as contextually
situated.

Research Questions (RQ)

From the guiding question: How do teachers view learning? Three specific research questions are
identified:
RQ1: What value do Malaysian teachers place on their learning, as professionals?
RQ2: How do Malaysian teachers perceive their learning capacity while undertaking learning?
RQ3: What are the factors shaping their learning value and capacity, and hence their learning identity?

1.8 Overview of Methodology

This is a mixed method, and exploratory, study of Malaysian teachers engaged with professional
learning. It also draws upon supporting international comparative perspectives through an inter-textual
Extended Case Method technique (see: Chapter 3). Questionnaires were issued to a large sample of
teachers undertaking three types of formal learning, including a control group of teachers who were not
participating in any formal learning activities during the period of the fieldwork. From the questionnaire
respondents, I selected sub-sample of interviewees. A number of tutors / lecturers from the survey
premises and officers from Ministry were also interviewed. Textual data from England served as the
supporting documents to aid in answering the research questions and achieving the research objective.
An overview of the research design is depicted in Figure 1-5.

(Asingkan diagram ini pada mukasurat baru dengan orientation landscape dan berikan autocaption)
Figure Error! No text of specified style in document.-5: Overview of Research Design

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 Data: Interview and
Questionnaire survey Approach:

Inter-textual
comparison
Identify Proximal Identifying the
Determinants cases from
(Chapter 5 and 6) English literature
and Distal that can inform
Determinants the local studied
(Chapter 7) phenomenon by
Learning Technique:
treating each as
Identity of
Extended -Case - contextually
Malaysian
Method situated
Teachers
Identify Role of
Context (Chapter
(Chapter 8)
(Chapter 8) 9)

Level of analysis: intra-level comparison

(within context/systemic culture) Level of analysis: inter-level
between four teacher-groups comparison
(between contexts)