A case study examining the implementation of higher order thinking skills in a Tesl teacher education programme in a public university

A case study examining the implementation of higher order thinking skills in a Tesl teacher education programme in a public university

This study aimed to examine the implementation of higher order thinking skills (HOTS) in a TESL teacher education programme in a public university. This case study was conducted to determine the HOTS among third-year TESL student-teachers in a public university. HOTS in this study were based on the...

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Main Author: Logeswari Arumugam M. Pillay
Format: thesis
Language:eng
Published: 2020
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Online Access:https://ir.upsi.edu.my/detailsg.php?det=6805
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Logeswari Arumugam M. Pillay
A case study examining the implementation of higher order thinking skills in a Tesl teacher education programme in a public university
description This study aimed to examine the implementation of higher order thinking skills (HOTS) in a TESL teacher education programme in a public university. This case study was conducted to determine the HOTS among third-year TESL student-teachers in a public university. HOTS in this study were based on the Revised Blooms Taxonomy. Fourteen lessons of the semester 5 TESL programme involving a TESL teacher educator and twenty-seven student-teachers were observed and analysed inductively for emerging issues and categories. Research instruments consisted of an interview protocol and a classroom observation checklist. Interview sessions with the teacher educator and the seven student-teachers were conducted besides classroom observations on the 27 student-teachers for one semester. Qualitative data collected were analysed using the Atlas.ti software. The emerging themes from the interview showed that HOTS were integrated into the classroom via teaching and learning process, resources, and feedbac. Findings also revealed that instructional strategies, questioning and inquiry techniques, graphic organizers and the application of flipped classrooms are crucial to the process of implementing HOTS in a TESL classroom. Observation data showed that the usage of relevant resources, critical discussions, dialogi interactions and constructive feedback were pertinent in nurturing HOTS for the student-teachers. In conclusion, the main findings show that the key attributes that influence the successful implementation of HOTS in the TESL classroom include positive and highly interactive environment, deep inquiry and questioning, impactful learning resources and process, and meaningful feedback. The main implication of the study is that a new set of pedagogical guidelines for TESL teacher education could be designed based on the empirical data of the study.
format thesis
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qualification_level Doctorate
author Logeswari Arumugam M. Pillay
author_facet Logeswari Arumugam M. Pillay
author_sort Logeswari Arumugam M. Pillay
title A case study examining the implementation of higher order thinking skills in a Tesl teacher education programme in a public university
title_short A case study examining the implementation of higher order thinking skills in a Tesl teacher education programme in a public university
title_full A case study examining the implementation of higher order thinking skills in a Tesl teacher education programme in a public university
title_fullStr A case study examining the implementation of higher order thinking skills in a Tesl teacher education programme in a public university
title_full_unstemmed A case study examining the implementation of higher order thinking skills in a Tesl teacher education programme in a public university
title_sort case study examining the implementation of higher order thinking skills in a tesl teacher education programme in a public university
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Bahasa dan Komunikasi
publishDate 2020
url https://ir.upsi.edu.my/detailsg.php?det=6805
_version_ 1747833313082474496
spelling oai:ir.upsi.edu.my:68052022-02-22 A case study examining the implementation of higher order thinking skills in a Tesl teacher education programme in a public university 2020 Logeswari Arumugam M. Pillay This study aimed to examine the implementation of higher order thinking skills (HOTS) in a TESL teacher education programme in a public university. This case study was conducted to determine the HOTS among third-year TESL student-teachers in a public university. HOTS in this study were based on the Revised Blooms Taxonomy. Fourteen lessons of the semester 5 TESL programme involving a TESL teacher educator and twenty-seven student-teachers were observed and analysed inductively for emerging issues and categories. Research instruments consisted of an interview protocol and a classroom observation checklist. Interview sessions with the teacher educator and the seven student-teachers were conducted besides classroom observations on the 27 student-teachers for one semester. Qualitative data collected were analysed using the Atlas.ti software. The emerging themes from the interview showed that HOTS were integrated into the classroom via teaching and learning process, resources, and feedbac. Findings also revealed that instructional strategies, questioning and inquiry techniques, graphic organizers and the application of flipped classrooms are crucial to the process of implementing HOTS in a TESL classroom. Observation data showed that the usage of relevant resources, critical discussions, dialogi interactions and constructive feedback were pertinent in nurturing HOTS for the student-teachers. In conclusion, the main findings show that the key attributes that influence the successful implementation of HOTS in the TESL classroom include positive and highly interactive environment, deep inquiry and questioning, impactful learning resources and process, and meaningful feedback. The main implication of the study is that a new set of pedagogical guidelines for TESL teacher education could be designed based on the empirical data of the study. 2020 thesis https://ir.upsi.edu.my/detailsg.php?det=6805 https://ir.upsi.edu.my/detailsg.php?det=6805 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi Adawati, H. S. (2014). Exploring teachers experiences on integration of higher order thinking skills ( HOTS ) in teaching of science. University Malaysia Sarawak.Abdul Halim, T. & Siti Muhibah, H. N. (2015). Prinsip Pembelajaran Aktif dalam Pengajaran dan Pembelajaran Pendidikan Islam. Jurnal Pendidikan Fakulti Pendidikan, 3(2), 28-42Al-Hattami, A. A. (2019). The perception of students and faculty staff on the role of constructive feedback. International Journal of Instruction, 12(1), 885894. https://doi.org/10.29333/iji.2019.12157a.Alghafri, A. S. R., & Ismail, H. N. Bin. (2014). 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