Raja Nor Safinas Raja Harun
Raja Nor Safinas Raja Harun
Raja Nor Safinas Raja Harun is an associate professor at the English Language and Literature Department, Universiti Pendidikan Sultan Idris (UPSI), Malaysia. She has been a teacher educator since 2000 and has vast experiences in the area of ELT and teacher education. She held administrative posts as the dean of the faculty and deputy dean academic of graduate studies. She is the lead researcher for the Curriculum in Developing a Malaysian Teacher Education Model and the lead researcher for the Meaningful Inquiry Model for Developing ESL Student Teachers. She and her team has commercialised the CaELT (Computer Adaptive English Language Test) in collaboration with MIMOS Berhad and won a bronze medal in ITEX 2016. She has also won a Gold Medal in KNOvasi 2018 for her innovation in teaching and learning in enlivening the 3Es (Engages, Empowers and Emancipates) teacher education curriculum through a transformative pedagogy. Besides that, she is the Editor in Chief for English Teacher Journal for Malaysian English Teacher Association (MELTA) and the Chief Editor for the Educatum Journal of Education in Social Science (EJOSS), UPSI. Her areas of publication and research include ESL teacher education, innovative pedagogy and ESP. In 2015, she was the recipient for the prestigious National Academic Award under the category for Teaching and Learning Award (Social Science and Arts), organised by Ministry of Higher Education. In 2017, she won the Eminent Educator Award (Social Science & Arts Category) in conjunction with UPSI 20th Year Anniversary.
The 3E (Engages, Empowers and Emancipates) ESL Teacher Education Curriculum in the Development of Future Teachers
This paper focuses on the development of an ESL teacher education curriculum which engages, empowers and emancipates student teachers learning experiences while undergoing their training. It also explores the development of ESL student teachers as future teachers through the attributes of 3CIA: Collaborative, Compassionate, Creative and Innovative and Adaptive. The findings are derived from a five-year research project, which employed a research and development design. Data were collected both quantitative and qualitatively through document analysis, questionnaires, and semi-structured observations. The findings revealed that most of the learning experiences in the TESL programme have engaged student teachers through various types of learning activities. The element of empowerment can be explicitly seen in some of the pedagogical courses. However, the element of emancipation in the learning experiences needs to be strengthened by both teacher educators and student teachers. Collaborative attributes can be seen more explicitly through the student teachers learning experiences compared to the compassionate, creative and innovative and adaptive attributes. This study implicates the need to delve further into teaching and learning experiences as well as in the assessment of student teachers to ensure the success of curriculum implementation.