Practicum Alternative during Movement Control Order
Alternatif Praktikum dalam tempoh Perintah Kawalan Pergerakan
The enforcement of the Movement Control Order (MCO) to curb the spread of COVID-19 changed at the blink of an eye the way of life in society. Education is no exception. As expected, various forms of online learning was introduced for teaching and learning from primary education towards higher education institutions. While educators and students are served with multiple terms and learning platforms based on information technology applications, question arises as how teaching practical should be implemented? Generally, practicum requires students to undergo teaching training at an educational institutions and this involve supervision and assessment by teachers which considered as representing the industry. This article discusses the implementation of practicum alternative practices during the MCO period following the goverment instructions on closuring all educational institutions and prohibition of face-to-face learning. The objectives of this study are (a) to compare the level of acceptance about practicum alternative practices among students and lecturers, and (b) to evaluate the achievement of learning outcomes of teaching practical. The data was obtained through online administered questionnaires to a group of diploma and bachelor education students at a private university and lecturers who supervise them. The results showed that alternative practices during the MCO period will only be achieved if students, lecturers and industry understand the course learning objectives and the strategies for equivalence adapted in practicum alternative. Practicum alternative offers a different view of perspective on curriculum enrichment, relationship prospect between educational institutions and industries, and indicators of students' readiness for employment. In addition this article discusses certains aspect of the implications as well as suggestion for improvement.
Almonacid-Fierro, A., De Carvalho, R. S., Castillo-Retamal, F., & Fierro, M. A. (2021). The practicum in times of Covid-19: Knowledge developed by future physical education teachers in virtual modality. International Journal of Learning, Teaching and Educational Research, 20(3), 68–83. https://doi.org/10.26803/IJLTER.20.3.5
Andreea-Oana, I. (2008). A New Approach in Economics Transaction Costs Theory. Annals of the University of Oradea: Economic Science, 2(1), 370–375. http://www3.interscience.wiley.com/cgi-bin/fulltext/119896448/PDFSTART.
Atkins, C., & Danley, A. (2004). Support ing Teacher Candidates During COVID-19: Lessons Learned. Educational Renaissance, 9, 31–40. https://files.eric.ed.gov/fulltext/EJ1280226.pdf
Bank, A. D. (2020). Adb Briefs. Adb Briefs, 0(168).
Boone, H. N., & Boone, D. A. (2012). Analyzing Likert data. Journal of Extension, 50(2). https://www.joe.org/joe/2012april/pdf/JOE_v50_2tt2.pdf
Burns, A., Danyluk, P., Kapoyannis, T., & Kendrick, A. (2020). Leading the Pandemic Practicum: One Teacher Education Response to the COVID-19 Crisis. International Journal of E-Learning & Distance Education, 35(2), 1–25. https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=148462656&site=ehost-live&scope=site
Chear, S. L. S., Hafizah, K., Ismail, N. A., & Nazir, N. M. (2020). Penilaian Rekabentuk Kurikulum Program Berdasarkan Dimensi Latihan Mengajar. Selangor Science & Technology Review Special Issue: Education, Social Science and Management, 4(3), 1–13.
De Giusti, A. (2020). Policy Brief: Education during COVID-19 and beyond. Revista Iberoamericana de Tecnología En Educación y Educación En Tecnología, 26, e12. https://doi.org/10.24215/18509959.26.e12
Deutskens, E., De Ruyter, K., Wetzels, M., & Oosterveld, P. (2004). Response rate and response quality of Internet-based surveys: An experimental study. Marketing Letters, 15(1), 21–36. https://doi.org/10.1023/B:MARK.0000021968.86465.00
Ersin, P., & Atay, D. (2021). Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education. International Journal of Mentoring and Coaching in Education, 10(2), 203–215. https://doi.org/10.1108/IJMCE-11-2020-0077
Fincham, J. E. (2008). Response rates and responsiveness for surveys, standards, and the Journal. American Journal of Pharmaceutical Education, 72(2), 43. https://doi.org/10.5688/aj720243
Flores, M. A., & Swennen, A. (2020). The COVID-19 pandemic and its effects on teacher education. In European Journal of Teacher Education (Vol. 43, Issue 4, pp. 453–456). https://doi.org/10.1080/02619768.2020.1824253
Gliem, J. A., & Gliem, R. R. (2003). Calculating, Interpreting, and Reporting Cronbach’s Alpha Reliability Coefficient for Likert-Type Scales. Midwest Research to Practice Conference in Adult, Continuing, and Community Education.
Hodge, B. J., Anthony, W. P., & Gales, L. (1991). Organization Theory: A Strategic Approach. Political Science. https://www.semanticscholar.org/paper/Organization-Theory%3A-A-Strategic-Approach-Hodge-Anthony/6f68d902cdb29d9c715d5ce7314d5d4abf2a5138
Hoppock, R. (1976). Overview of Career Development Theories. Unkown, 1–12.
Idris, N. (2013). Penyelidikan dalam pendidikan (Edisi Kedu). McGraw Hill Education.
Jena, L., & Nayak, U. (2020). Theories of Career Development: An analysis. Indian Journal of Natural Sciences, 10(60), 23515–23523. www.tnsroindia.org.in
Kadir, F. A., & Aziz, A. A. (2021). Teaching Practicum during Covid-19 Pandemic: A Review of the Challenges and Opportunities of Pre-service Teachers. International Journal of Academic Research in Business and Social Sciences, 11(4), 1175–1183. https://doi.org/10.6007/IJARBSS/v11-i4/9646
Kidd, W., & Murray, J. (2020). The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online. European Journal of Teacher Education, 43(4), 542–558. https://doi.org/10.1080/02619768.2020.1820480
Koşar, G. (2021). Distance teaching practicum: Its impact on pre-service EFL teachers’ preparedness for teaching. IAFOR Journal of Education, 9(2), 111–126. https://doi.org/10.22492/ije.9.2.07
Lee, W. Y., Tan, J. T. A., & Kok, J. K. (2021). The Educational Experiences of Deaf Students in Ipoh, Malaysia. Jurnal Pendidikan Bitara UPSI, 14, 9-17.
Leung, S. A. (2008). The Big Five Career Leung, S. A. (2008). The Big Five Career Theories. International Handbook of Career Guidance, (d), 115–132. https://doi.org/DOI:10.1007/978-1-4020-6230-8_6Theories. International Handbook of Career Guidance, d, 115–132.
Massari, N., Saad, N. S. M., Puteh-Behak, F., Ahmad, S., Abdullah, H., Harun, H., Mahir, N. A., Selamat, S., Baharun, H., & Ishak, M. (2021). 21st Century Skills in Practice : Malaysian Trainee Teachers ’ Experience at Managing Students ’ Learning during the Pandemic. Sains Insani, 6(1), 17–24.
Moyo, N. (2020). Covid- 19 and the future of practicum in teacher education in Zimbabwe: Rethinking the ‘new normal’ in quality assurance for teacher certification. Journal of Education for Teaching, 46(4), 536–545. https://doi.org/10.1080/02607476.2020.1802702
Noor, S., Md Isa, F., & Farid Mazhar, F. (2020). Online Teaching Practices During the COVID-19 Pandemic. Educational Process: International Journal, 9(3), 169–184. https://doi.org/10.22521/edupij.2020.93.4
Nordin, N., & Bacotang, J. (2021). Issues and Trends the Usage of Information and Communication Technology in Early Childhood. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 10(1), 99–107.
Quality, I. (2020). Journal of Business and Management Review. Arabian Journal of Business and Management Review Article in Oman Chapter, 1(3), 208–222. https://www.researchgate.net/publication/343152582
Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic Supporting the continuation of teaching and learning during the COVID-19 Pandemic Annotated resources for online learning.
Saleh, A., & Bista, K. (2017). Journal of multidisciplinary evaluation. Journal of MultiDisciplinary Evaluation, 13(29), 63–74. http://journals.sfu.ca/jmde/index.php/jmde_1/article/view/487
Schleicher, A. (2020). The impact of COVID-19 on education: Insights from education at a glance 2020. OECD Journal: Economic Studies, 1–31. https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf
Senin, M. A., Halim, H., Hussein, T., & Pahat, B. (2021). The Administrator, Teachers and Parents Involvement in Preschool During Movement Control Order. Southeast Asia Early Childhood Journal (Special Issue), 10, 10–24.
Skills development in the time of COVID-19 : (n.d.).
Tadesse, S., & Muluye, W. (2020). The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review. Open Journal of Social Sciences, 08(10), 159–170. https://doi.org/10.4236/jss.2020.810011
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
van Elst, H. (2013). Foundations of Descriptive and Inferential Statistics. September. https://doi.org/10.13140/RG.2.1.2112.3044
Vijayan, R. (2021). Teaching and learning during the covid-19 pandemic: A topic modeling study. Education Sciences, 11(7). https://doi.org/10.3390/educsci11070347
Wadkar, S. K., Singh, K., Chakravarty, R., & Argade, S. D. (2016). Assessing the Reliability of Attitude Scale by Cronbach’s Alpha. Journal of Global Communication, 9(2), 113. https://doi.org/10.5958/0976-2442.2016.00019.7
Wafula Waswa, D., & Celik, S. (2021). Online practicum and teacher efficacy: correlation, challenges, and lessons arising from Covid-19 pandemic. Revista Amazonia Investiga, 10(41), 19–29. https://doi.org/10.34069/ai/2021.41.05.2
White, I., & McSharry, M. (2021). Preservice teachers’ experiences of pandemic related school closures: anti-structure, liminality and communitas. Irish Educational Studies, 40(2), 319–327. https://doi.org/10.1080/03323315.2021.1916562
Yunus, M. (2021). The Challenges of Open and Distance Learning in Managing Practicums / Practical Courses during the Covid-19 Pandemic : Universitas Terbuka Case Study. ASEAN Journal of Open and Distance Learning Special Issue, 12(Semester I), 48–59.
Copyright (c) 2022 Syed Lamsah Syed Chear, Norhamidah Mohd Yusof, Faridah Salleh, Norhayati Mohd Zin, Mohd Mustafa Izahar, Amiraa Ali Mansor, Angela Nguk Fong Chan
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.