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The work supports the construction of a Bachelor of Education (Honours) program in Primary Mathematics, with English and Health and Physical Education as minor subjects. The article outlines the rationale for selecting ARM’s three principles—active participation and learning, reflective learning and reflection, and modelling between staff and student teachers and between student teachers and pupils—then describes research methods and discusses findings from surveys of more than 180 participants.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-action-reflection-modelling-arm-pedagogical-approach-for-teacher-education-a-malaysia-uk-project/593554/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-action-reflection-modelling-arm-pedagogical-approach-for-teacher-education-a-malaysia-uk-project/593554.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the ARM (Action – Reflection – Modelling) approach emphasize in teacher education?","Question",{"text":112,"@type":113},"ARM emphasizes active participation and active learning, reflective learning and reflection for student teachers and pupils, and modelling by staff to student teachers and by student teachers to pupils in school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the degree programme structured in the Malaysia–UK collaboration?",{"text":117,"@type":113},"The project developed a Bachelor of Education (Honours) program in Primary Mathematics, with English and Health and Physical Education as minor subjects, designed by partners in Malaysia and the University of Hertfordshire in the UK.",{"name":119,"@type":110,"acceptedAnswer":120},"Who participated in the research and what data source was used for findings?",{"text":121,"@type":113},"Findings were drawn from survey responses from more than 180 participants, including Malaysian senior managers, teacher educators, student teachers, and school mentors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593554,1792165352,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 39 | Issue 3 | Article 5 |\n| --- | --- |\n| 2014\u003Cbr>The Action – Reflection –Modelling (ARM) Pedagogical Approach for Teacher Education: a Malaysia-UK Project\u003Cbr>Joy Jarvis\u003Cbr>University of Hertfordshire, [j.jarvis@herts.ac.uk](j.jarvis@herts.ac.uk)\u003Cbr>Claire Dickerson\u003Cbr>University of Hertfordshire, [j.e.c.dickerson@herts.ac.uk](j.e.c.dickerson@herts.ac.uk)[ ](j.e.c.dickerson@herts.ac.uk)Kit Thomas\u003Cbr>Sally Graham\u003Cbr>University of Hertfordshire |  |\n\nRecommended Citation  \nJarvis, J., Dickerson, C., Thomas, K., & Graham, S. (2014). The Action – Reflection – Modelling (ARM) Pedagogical Approach for Teacher Education: a Malaysia-UK Project. Australian Journal of Teacher Education, 39 (3).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol39/iss3/5](http://ro.ecu.edu.au/ajte/vol39/iss3/5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss3/5](http://ro.ecu.edu.au/ajte/vol39/iss3/5)  \nAustralian Journal of Teacher Education  \nThe Action – Reflection – Modelling (ARM) Pedagogical Approach for Teacher Education: a Malaysia-UK Project  \nJoy Jarvis  \nClaire Dickerson  \nKit Thomas  \nSally Graham,  \nUniversity of Hertfordshire  \nAbstract: This article presents the Action – Reflection – Modelling  \n(ARM) pedagogical approach for teacher education developed during a  \nMalaysia-UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics, with English and  \nHealth and Physical Education as minor subjects. The degree  \nprogramme was written collaboratively by teacher educators in two  \nInstitutes of Teacher Education in Malaysia and in the University of  \nHertfordshire, UK, to meet the requirements for training Malaysian  \nschool teachers to teach in Malaysian schools. A cohort of 120 students  \nstudied the programme full-time over four years, graduating in 2010.  \nThe three principles of the ARM approach were chosen to underpin the learning and teaching for the programme. These principles highlight the role of active participation and active learning on the part of the learner; the value of reflective learning and reflection for both student teachers and pupils; and modelling by staff to student teachers and by student teachers to pupils in school. The approach was aligned with the curriculum specifications for mathematics in primary schools in  \nMalaysia, which emphasised components of active learning.  \nThis article explains how the ARM approach was developed, shared and used during the BEd degree programme; provides the rationale for selecting the three principles; and describes the research methods used to explore the views and experiences of programme participants. Some findings from the research arepresented, drawn from a dataset that comprises survey responses from more than 180 participants: Malaysian senior managers, teacher educators, student teachers and school  \nmentors. The findings are discussed in the context of using ARM in  \nteacher education and in primary schools in Malaysia, and of  \nimplementing change in learning and teaching.  \nThroughout this project the teacher educators from Malaysia and the UK engaged in dialogue about their professional practice and learnt  \nabout the personal, professional and cultural values and beliefs that  \nshaped the pedagogies of both parties and of the individual practitioners.  \nThe value of articulating pedagogy as a means of developing practice  \nendorses the views of others with expertise in this area who stress the  \nimportance of making pedagogies explicit in teacher education and has  \nimplications for the practice of student teachers and teacher educators.  \nVol 39, 3, March 2014 89  \nAustralian Journal of Teacher Education  \nIntroduction  \nThis article presents the Action – Reflection – Modelling (ARM) pedagogical approach for teacher education developed during a Malaysia-UK collaborative project to construct a Bachelor of Education (Honour","cbCaim6ViT9fLfVA","https://ap.wps.com/l/cbCaim6ViT9fLfVA","pdf",210399,31,"English","# Introduction\n# Context\n## Education in Malaysia and the UK\n# The ARM Pedagogical Approach\n## Principles of ARM\n# Research Methods and Participants\n# Findings and Discussion\n## Implications for Change and Practice","[{\"question\":\"What does the ARM (Action – Reflection – Modelling) approach emphasize in teacher education?\",\"answer\":\"ARM emphasizes active participation and active learning, reflective learning and reflection for student teachers and pupils, and modelling by staff to student teachers and by student teachers to pupils in school.\"},{\"question\":\"How was the degree programme structured in the Malaysia–UK collaboration?\",\"answer\":\"The project developed a Bachelor of Education (Honours) program in Primary Mathematics, with English and Health and Physical Education as minor subjects, designed by partners in Malaysia and the University of Hertfordshire in the UK.\"},{\"question\":\"Who participated in the research and what data source was used for findings?\",\"answer\":\"Findings were drawn from survey responses from more than 180 participants, including Malaysian senior managers, teacher educators, student teachers, and school mentors.\"}]","The Action – Reflection – Modelling (ARM) Pedagogical Approach for Teacher Education: a Malaysia-UK Project | PDF",1792077467,78]