Overcoming marginalized children learning through professional development of teachers

Subahan Mohd Meerah

    Research output: Chapter in Book/Report/Conference proceedingChapter

    1 Citation (Scopus)

    Abstract

    This paper will discuss on the attempt in improving marginalized children through professional development of teachers. Despite all efforts to overcome the difficulties of learning face by marginalized children, their performance both in the external as well as in the school-based achievement assessments showed that they lag behind in the learning of Science and Mathematics. This situation starts at the primary level and hence resulted in dropouts before they could pursue their secondary education. Based on a series of observations and consecutive school visits, the researchers were able to identify some of the difficulties faced by the teachers in the teaching of Science and Mathematics as well as in the learning of the language. Teachers tend to use similar approaches as teaching children in the urban schools, which are more directed in nature. Many of the Science and Mathematics teachers do not possess sound pedagogical skills to apply alternative approaches, which are suitable within the context and realm of the marginalized children. In overcoming the situations, teaching modules were developed to provide alternative ways of teaching science. Additionally, teachers were also introduced to the concept of action research. Preliminary results showed that not only teachers perceived that the modules were very useful and beneficial to them, their pupils were also motivated and demonstrated active involvement in the learning activities.

    Original languageEnglish
    Title of host publicationProcedia - Social and Behavioral Sciences
    Pages1759-1762
    Number of pages4
    Volume1
    Edition1
    DOIs
    Publication statusPublished - 2009

    Fingerprint

    Mathematics
    Teaching
    Learning
    teacher
    learning
    mathematics
    science
    Health Services Research
    Pupil
    school
    teaching situation
    Language
    Research Personnel
    drop-out
    secondary education
    Education
    action research
    pupil
    language
    performance

    Keywords

    • Children learning
    • Development

    ASJC Scopus subject areas

    • Social Sciences(all)
    • Psychology(all)

    Cite this

    Meerah, S. M. (2009). Overcoming marginalized children learning through professional development of teachers. In Procedia - Social and Behavioral Sciences (1 ed., Vol. 1, pp. 1759-1762) https://doi.org/10.1016/j.sbspro.2009.01.311

    Overcoming marginalized children learning through professional development of teachers. / Meerah, Subahan Mohd.

    Procedia - Social and Behavioral Sciences. Vol. 1 1. ed. 2009. p. 1759-1762.

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Meerah, SM 2009, Overcoming marginalized children learning through professional development of teachers. in Procedia - Social and Behavioral Sciences. 1 edn, vol. 1, pp. 1759-1762. https://doi.org/10.1016/j.sbspro.2009.01.311
    Meerah SM. Overcoming marginalized children learning through professional development of teachers. In Procedia - Social and Behavioral Sciences. 1 ed. Vol. 1. 2009. p. 1759-1762 https://doi.org/10.1016/j.sbspro.2009.01.311
    Meerah, Subahan Mohd. / Overcoming marginalized children learning through professional development of teachers. Procedia - Social and Behavioral Sciences. Vol. 1 1. ed. 2009. pp. 1759-1762
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