|
Makale Özeti:
|
Appropriate pedagogy and effective teaching strategy contribute to students’ interest in learning. Thus, Pedagogical Capacity for Deep Learning (PCDL) was introduced as one of the latest pedagogical-centred capacities. PCDL is committed to develop learning relationship between and among students, lecturers and the community. It emphasised on design learning model which involved four main areas, namely pedagogical practice, learning environment, learning partnership and leveraging digital. The purpose of this study was to examine the implementation of PCDL in teacher training programmes at the Teacher Training Institutes to support the trainee teachers to master the 6Cs (Citizenship, Character, Communication, Creativity, Critical thinking and Collaboration) global competencies. Hence, this study aimed to measure the mastery level of the 6Cs global competencies among trainee teachers. There were 164 respondents from Negeri Sembilan, Penang, Sabah and Johor from science stream background, aged from 20 to 22 years old. The data were collected using an online survey and analysed based on Rasch measurement model. The questionnaire had 30 questions in which the respondents responded by choosing their answers based on five ranks. Quantitatively, the overall mean logit of the 6Cs global competencies was (M = 1.11, SD = 1.47). The item difficulty range (-0.85 to +1.03 logits) was much smaller than the range of trainee teachers’ competency (-3.24 to 4.97 logits). This indicated that trainee teachers perceived they had mastered the 6Cs global competencies based on what had been asked in the questionnaire. Person separation S index of 4.49 (R = 0.95) and an item separation S index of 3.40 (R = 0.92) showed high level of instrument consistency and good category hierarchy. Based on Item-Person map, ‘collaboration’ was the easiest competency to acquire by the respondents while ‘creativity’ was the hardest. ‘Critical thinking’ competency was considered challenging to perform. Whereas, ‘character’, ‘citizenship’ and ‘communication’ competencies were distributed evenly among the trainee teachers.
|