Using action, reflection and modelling (ARM) in Malaysian primary schools: connecting ‘the ARM theory’ with student teachers’ reported practice

Abstract

This article presents Malaysian student teachers’ reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support the implementation of the Malaysian primary school mathematics curriculum, which involved changing classroom practice in learning and teaching. It was developed and used during a Malaysia–UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics for a cohort of 120 student teachers in Malaysia. The three principles integral to the ARM approach were repeatedly made explicit to the student practitioners who were engaged in learning and teaching on the new degree programme. Using findings from surveys carried out with the students at the end of their first and final placements, this article provides examples of the way some of them described ARM and recounted how they had used the approach in the classroom. Four of these narratives are used as ‘vignettes’ to illustrate the students’ perceptions of using new ways of learning and teaching in primary schools and to inform and enable a discussion of the relationship between theory and practice in teacher education.

Keywords:

• Action, reflection and modelling (ARM)
• Malaysia
• student teacher
• teacher education
• theory and practice

Acknowledgements

The successful completion of this project was due to the dedication and expertise of many contributors from the Ministry of Education Malaysia, the two Institutes of Teacher Education in Malaysia, IPKB and IPTI, the University of Hertfordshire, student teachers and school mentors, some of whom took part in the research presented in this article.

Disclosure statement

No potential conflict of interest was reported by the authors.