Reflection on Teachers’ Professional Development of Chinese Education in Malaysia from a Perspective of Practical Philosophy

Wang Ruixin

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Reflection on Teachers’ Professional Development of Chinese Education in Malaysia from a Perspective of Practical Philosophy

Wang Ruixin

Published in Asia-Pacific Journal of Educational Sciences (Volume 1, Issue 2)

Received: 26 August 2019 Accepted: 8 October 2019 Published: 21 October 2019

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Abstract

Along with the practical turning of modern philosophy, the practice turning of educational research has also emerged in the field of education. Under this background, the professional development of teachers has been understood from the "practical orientation" dimension. The professional development of teachers is an important component of Chinese Education in Malaysia. At present, there are problems such as low level of specialization and lack of initiative in the teachers’ professional development of Chinese Education in Malaysia. This situation largely affects the effectiveness of teaching activities. From the perspective of practical philosophy, this paper reflects on teachers’ professional development of Chinese Education in Malaysia. These include reflecting on the value of teacher’s professional development from the perspective of value rationality; reflecting on the professional knowledge and abilities of teachers’ professional development from the perspective of instrumental rationality; reflecting on the relationship between the subjects of teachers’ professional development from the perspective of communicative rationality. In this way, we can find a rational basis for the teachers’ professional development of Chinese Education, thus help to construct a teacher team and put forward the sustainable development of Chinese Education in Malaysia.

Published in	Asia-Pacific Journal of Educational Sciences (Volume 1, Issue 2)
Page(s)	32-37
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Malaysia, Chinese Education, Teachers’ Professional Development, Practical Philosophy

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Wang Ruixin. (2019). Reflection on Teachers’ Professional Development of Chinese Education in Malaysia from a Perspective of Practical Philosophy. Asia-Pacific Journal of Educational Sciences, 1(2), 32-37.

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ACS Style

Wang Ruixin. Reflection on Teachers’ Professional Development of Chinese Education in Malaysia from a Perspective of Practical Philosophy. Asia-Pac. J. Educ. Sci. 2019, 1(2), 32-37.

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AMA Style

Wang Ruixin. Reflection on Teachers’ Professional Development of Chinese Education in Malaysia from a Perspective of Practical Philosophy. Asia-Pac J Educ Sci. 2019;1(2):32-37.

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@article{10042659,
  author = {Wang Ruixin},
  title = {Reflection on Teachers’ Professional Development of Chinese Education in Malaysia from a Perspective of Practical Philosophy},
  journal = {Asia-Pacific Journal of Educational Sciences},
  volume = {1},
  number = {2},
  pages = {32-37},
  url = {https://www.sciencepublishinggroup.com/article/10042659},
  abstract = {Along with the practical turning of modern philosophy, the practice turning of educational research has also emerged in the field of education. Under this background, the professional development of teachers has been understood from the "practical orientation" dimension. The professional development of teachers is an important component of Chinese Education in Malaysia. At present, there are problems such as low level of specialization and lack of initiative in the teachers’ professional development of Chinese Education in Malaysia. This situation largely affects the effectiveness of teaching activities. From the perspective of practical philosophy, this paper reflects on teachers’ professional development of Chinese Education in Malaysia. These include reflecting on the value of teacher’s professional development from the perspective of value rationality; reflecting on the professional knowledge and abilities of teachers’ professional development from the perspective of instrumental rationality; reflecting on the relationship between the subjects of teachers’ professional development from the perspective of communicative rationality. In this way, we can find a rational basis for the teachers’ professional development of Chinese Education, thus help to construct a teacher team and put forward the sustainable development of Chinese Education in Malaysia.},
 year = {2019}
}

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TY  - JOUR
T1  - Reflection on Teachers’ Professional Development of Chinese Education in Malaysia from a Perspective of Practical Philosophy
AU  - Wang Ruixin
Y1  - 2019/10/21
PY  - 2019
T2  - Asia-Pacific Journal of Educational Sciences
JF  - Asia-Pacific Journal of Educational Sciences
JO  - Asia-Pacific Journal of Educational Sciences
SP  - 32
EP  - 37
PB  - Science Publishing Group
UR  - http://www.sciencepg.com/article/10042659
AB  - Along with the practical turning of modern philosophy, the practice turning of educational research has also emerged in the field of education. Under this background, the professional development of teachers has been understood from the "practical orientation" dimension. The professional development of teachers is an important component of Chinese Education in Malaysia. At present, there are problems such as low level of specialization and lack of initiative in the teachers’ professional development of Chinese Education in Malaysia. This situation largely affects the effectiveness of teaching activities. From the perspective of practical philosophy, this paper reflects on teachers’ professional development of Chinese Education in Malaysia. These include reflecting on the value of teacher’s professional development from the perspective of value rationality; reflecting on the professional knowledge and abilities of teachers’ professional development from the perspective of instrumental rationality; reflecting on the relationship between the subjects of teachers’ professional development from the perspective of communicative rationality. In this way, we can find a rational basis for the teachers’ professional development of Chinese Education, thus help to construct a teacher team and put forward the sustainable development of Chinese Education in Malaysia.
VL  - 1
IS  - 2
ER  -

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Author Information

Wang Ruixin

Education Department, New Era University College, Kajang, Malaysia

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APA Style

Wang Ruixin. (2019). Reflection on Teachers’ Professional Development of Chinese Education in Malaysia from a Perspective of Practical Philosophy. Asia-Pacific Journal of Educational Sciences, 1(2), 32-37.

Copy | Download

ACS Style

Wang Ruixin. Reflection on Teachers’ Professional Development of Chinese Education in Malaysia from a Perspective of Practical Philosophy. Asia-Pac. J. Educ. Sci. 2019, 1(2), 32-37.

Copy | Download

AMA Style

Wang Ruixin. Reflection on Teachers’ Professional Development of Chinese Education in Malaysia from a Perspective of Practical Philosophy. Asia-Pac J Educ Sci. 2019;1(2):32-37.

Copy | Download

@article{10042659,
  author = {Wang Ruixin},
  title = {Reflection on Teachers’ Professional Development of Chinese Education in Malaysia from a Perspective of Practical Philosophy},
  journal = {Asia-Pacific Journal of Educational Sciences},
  volume = {1},
  number = {2},
  pages = {32-37},
  url = {https://www.sciencepublishinggroup.com/article/10042659},
  abstract = {Along with the practical turning of modern philosophy, the practice turning of educational research has also emerged in the field of education. Under this background, the professional development of teachers has been understood from the "practical orientation" dimension. The professional development of teachers is an important component of Chinese Education in Malaysia. At present, there are problems such as low level of specialization and lack of initiative in the teachers’ professional development of Chinese Education in Malaysia. This situation largely affects the effectiveness of teaching activities. From the perspective of practical philosophy, this paper reflects on teachers’ professional development of Chinese Education in Malaysia. These include reflecting on the value of teacher’s professional development from the perspective of value rationality; reflecting on the professional knowledge and abilities of teachers’ professional development from the perspective of instrumental rationality; reflecting on the relationship between the subjects of teachers’ professional development from the perspective of communicative rationality. In this way, we can find a rational basis for the teachers’ professional development of Chinese Education, thus help to construct a teacher team and put forward the sustainable development of Chinese Education in Malaysia.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Reflection on Teachers’ Professional Development of Chinese Education in Malaysia from a Perspective of Practical Philosophy
AU  - Wang Ruixin
Y1  - 2019/10/21
PY  - 2019
T2  - Asia-Pacific Journal of Educational Sciences
JF  - Asia-Pacific Journal of Educational Sciences
JO  - Asia-Pacific Journal of Educational Sciences
SP  - 32
EP  - 37
PB  - Science Publishing Group
UR  - http://www.sciencepg.com/article/10042659
AB  - Along with the practical turning of modern philosophy, the practice turning of educational research has also emerged in the field of education. Under this background, the professional development of teachers has been understood from the "practical orientation" dimension. The professional development of teachers is an important component of Chinese Education in Malaysia. At present, there are problems such as low level of specialization and lack of initiative in the teachers’ professional development of Chinese Education in Malaysia. This situation largely affects the effectiveness of teaching activities. From the perspective of practical philosophy, this paper reflects on teachers’ professional development of Chinese Education in Malaysia. These include reflecting on the value of teacher’s professional development from the perspective of value rationality; reflecting on the professional knowledge and abilities of teachers’ professional development from the perspective of instrumental rationality; reflecting on the relationship between the subjects of teachers’ professional development from the perspective of communicative rationality. In this way, we can find a rational basis for the teachers’ professional development of Chinese Education, thus help to construct a teacher team and put forward the sustainable development of Chinese Education in Malaysia.
VL  - 1
IS  - 2
ER  -

Copy | Download