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The concept of professional identity: Kindergarten teachers’ professionalism requirement in Malaysian preschool curriculum

International Journal of Evaluation and Research in Education (IJERE) · Vol. 10 No. 1 (2021) · hlm. 126–134

DOI
10.11591/ijere.v10i1.20849
ISSN
2620-5440, 2252-8822
Terbit
2021-03-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia’s new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications.

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  • Sultan Idris Education University
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Rekan penulisOrganisasiArtikel bersama
Che Nidzam Che AhmadAfiliasi tidak diketahui2
Rozita YahayaAfiliasi tidak diketahui2
Mohd Mokhzani IbrahimAfiliasi tidak diketahui2
MOGANADASS RAMALINGAMAfiliasi tidak diketahui1
SITI HAJAR HALILIAfiliasi tidak diketahui1
Sze Yee ChooAfiliasi tidak diketahui1
Uzzairah Nabila Ahmad TazliAfiliasi tidak diketahui1
Zaharah OsmanAfiliasi tidak diketahui1
Nadia Shahira AmiruddinAfiliasi tidak diketahui1
Mohd Asri Mohd NoorAfiliasi tidak diketahui1
Yin Yin KhooAfiliasi tidak diketahui1
Wong Yoke SengAfiliasi tidak diketahui1
Mohamad Rohieszan RamdanAfiliasi tidak diketahui1
Fatimah Salwah Abd. HadiAfiliasi tidak diketahui1
Hishamuddin AhmadSultan Idris Education University1
Nordin MamatSultan Idris Education University1
Syahida Iryani Mohd YusoffAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The concept of professional identity: Kindergarten teachers’ professionalism requirement in Malaysian preschool curriculum</dc:title>
	<dc:creator>Halim Masnan, Abdul</dc:creator>
	<dc:creator>Haziq Mohd Sharif, Muhammad</dc:creator>
	<dc:creator>Dzainuddin, Masayu</dc:creator>
	<dc:creator>Mokhzani Ibrahim, Mohd</dc:creator>
	<dc:creator>Yahaya, Asmayati</dc:creator>
	<dc:creator>Nidzam Che Ahmad, Che</dc:creator>
	<dc:creator>Taha, Hafsah</dc:creator>
	<dc:creator>Ramli, Saipolbarin</dc:creator>
	<dc:creator>Taib, Rosfizah Md</dc:creator>
	<dc:creator>Siraj, Saedah</dc:creator>
	<dc:creator>Che Mustafa, Mazlina</dc:creator>
	<dc:subject xml:lang="en-US">Experience; New preschool curriculum; Professional development; Professional qualifications; Professionalism</dc:subject>
	<dc:description xml:lang="en-US">This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia’s new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2021-03-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/20849</dc:identifier>
	<dc:identifier>10.11591/ijere.v10i1.20849</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 10, No 1: March 2021; 126-134</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v10i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/20849/13098</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2020 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>