Professional Learning from International Collaboration: Mutual Benefits from a Transformative Teacher Education Initiative in Malaysia
This paper identifies the professional learning outcomes for the partners in an international collaboration between the School of Education at the University of Hertfordshire and two teacher training institutes in Malaysia. This was a capacity building project financed by the Malaysian Government to develop expertise in the writing and delivery of undergraduate rather than diploma level teacher training. The data collected is part of ongoing research into the nature and development of the collaborative relationship. (Warren & Rawlings 2008). The data took the form of questionnaires and interviews. The partnership approach was one of equality based on mutual professional respect. This led to knowledge creation and therefore professional learning for all parties rather than knowledge transfer from the ‘experts’. Key success factors included the ability to get on with each other, our shared philosophical base, the development of an atmosphere in which creative criticism can take place, professional respect and a commitment to spending time jointly planning, evaluating and reflecting. We believe this model of working can be applied to other situations as international activity for universities moves towards strategic partnerships and alliances.
Warren, V. & Rawlings, B. (2008) Collaboration not Imposition: Reflections on the development of a B.Ed course provided by a UK university in Malaysia. Unpublished paper at 4th QS-APPLE Conference Seoul, S. Korea. 9-11 July
Keywords: International Collaboration, Professional Learning, Teacher Educators, Knowledge Creation, Partnership, Capacity Building
Head of International Development, School of Education, University of Hertfordshire
Associate Dean, Academic Quality Enhancement, Faculty of Humanities, Law and Education, University of Hertfordshire