This study looks at a relatively undeveloped area in teacher education, that of pedagogical alignment. The purpose of this study is therefore to gain more insight into, not only pedagogical alignment in the program, but its relationship between preservice teachers’ perceived pedagogical alignment and their approaches to learning. Data were obtained from 446 preservice teachers from two questionnaires, the Malay Language program coherence questionnaire and the re-structured Malay language revised two factor study process questionnaire (R-SPQ-2F). Findings show that the preservice teachers perceived that there is pedagogical alignment in their teacher education program. The preservice teachers also reported higher levels of deep approaches to learning. Correlational analyses showed a relationship between perceived pedagogical alignment and approaches to learning. Through an aligned program, preservice teachers are reporting that they are more likely to be more involved in a deeper understanding of the learning tasks. In addition, they would appear more motivated by an interest in learning or recognition of their vocational relevance. It is heartening to see that an aligned program has an association with preservice teachers deep level approaches to learning. However, teacher educators must remain vigilant to the challenges of how best to harness deep level learning through a sustainable coherence in their teacher education program.
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In-Text Citation: (Goh, Qismullah, & Wong, 2018)
To Cite this Article: Goh, P. S. ., Qismullah, Y., & Wong, K. T. (2018). Pedagogically Aligned Program and its Relationship to the Approaches to Learning: Preservice Teachers’ Perspectives. International Journal of Academic Research in Business and Social Sciences, 8(10), 774–787.
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