2020
McCamlie, Danny
The Myanmar Teacher’s Experience Journal Article
In: Lessons From Global Classrooms, vol. 2020, iss. 1, no. 1, pp. 1-13, 2020.
Abstract | Links | BibTeX | Tags: Asia, CPD, Myanmar, Teaching
@article{McCamlie2020,
title = {The Myanmar Teacher’s Experience},
author = {Danny McCamlie},
editor = {Sabine Little},
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2020/05/The-Myanmar-Teachers-Experience-Lessons-from-Global-Classrooms.pdf},
year = {2020},
date = {2020-05-29},
urldate = {2020-05-29},
journal = {Lessons From Global Classrooms},
volume = {2020},
number = {1},
issue = {1},
pages = {1-13},
abstract = {In 2016 the Ministry of Education (MOE) for Myanmar introduced the National Education Strategic Plan (NESP) (MOE, 2016), which identified 9 key areas to be addressed. The Ministry of Education states that ‘teachers have been placed at the centre of the NESP goal’ (MOE, 2016 p.11). This echoes, perhaps unintentionally, the work of John Hattie (Hattie, 2008), which consistently points to the key role of the teacher. Recruitment, training and on-going professional development are all areas specifically outlined in the National Education Strategic Plan. This research outlines the experiences of two Myanmar nationals who work in the education system of Myanmar,with a focus on the participants’ motivations to join the teaching profession in their home country, their training histories and how they perceive the reforms currently underway. Their experiences and opinions are presented and discussed through a case study format, highlighting the inflexibility of the previous system and the perceived flaw of the system to prepare pupils for the changing world.
To reference: McCamlie, D. (2020) The Myanmar Teacher’s Experience. Lessons from Global Classrooms, Vol. 1, pp. 1-13.},
keywords = {Asia, CPD, Myanmar, Teaching},
pubstate = {published},
tppubtype = {article}
}
In 2016 the Ministry of Education (MOE) for Myanmar introduced the National Education Strategic Plan (NESP) (MOE, 2016), which identified 9 key areas to be addressed. The Ministry of Education states that ‘teachers have been placed at the centre of the NESP goal’ (MOE, 2016 p.11). This echoes, perhaps unintentionally, the work of John Hattie (Hattie, 2008), which consistently points to the key role of the teacher. Recruitment, training and on-going professional development are all areas specifically outlined in the National Education Strategic Plan. This research outlines the experiences of two Myanmar nationals who work in the education system of Myanmar,with a focus on the participants’ motivations to join the teaching profession in their home country, their training histories and how they perceive the reforms currently underway. Their experiences and opinions are presented and discussed through a case study format, highlighting the inflexibility of the previous system and the perceived flaw of the system to prepare pupils for the changing world.
To reference: McCamlie, D. (2020) The Myanmar Teacher’s Experience. Lessons from Global Classrooms, Vol. 1, pp. 1-13.
To reference: McCamlie, D. (2020) The Myanmar Teacher’s Experience. Lessons from Global Classrooms, Vol. 1, pp. 1-13.