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Exploratory factor analysis (N=220) identifies four perceived program-coherence types—opportunity to enact practice, analyze practice, connect ideas across courses, and coherence between courses and practical experience—with strong internal consistency (0.79–0.86). Confirmatory factor analysis (N=234) supports a four-factor model and criterion validity links the dimensions to teaching efficacy, supporting use among Malaysian preservice teachers and informing teacher education practice.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Teacher Education  \n\n| Volume 42 | Issue 12 | Article 3 |\n| --- | --- |\n| 2017\u003Cbr>Validation of the Malaysian Version of the Teacher Education Program Coherence Questionnaire\u003Cbr>Pauline Swee Choo Goh\u003Cbr>Sultan Idris Education University, Malaysia, [goh.sc@fppm.upsi.edu.my](goh.sc@fppm.upsi.edu.my)\u003Cbr>Qismullah Yusuf\u003Cbr>Syiah Kuala University, Indonesia, [qismullah@fpm.upsi.edu.my](qismullah@fpm.upsi.edu.my) |  |\n\nRecommended Citation  \nGoh, P. S., & Yusuf, Q. (2017). Validation of the Malaysian Version of the Teacher Education Program Coherence Questionnaire. Australian Journal of Teacher Education, 42 (12).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol42/iss12/3](http://ro.ecu.edu.au/ajte/vol42/iss12/3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss12/3](http://ro.ecu.edu.au/ajte/vol42/iss12/3)  \nAustralian Journal of Teacher Education  \nValidation of the Malaysian Version of the Teacher Education Program  \nCoherence Questionnaire  \nPauline Swee Choo Goh  \nSultan Idris Education University, Malaysia  \nQismullah Yusuf  \nSyiah Kuala University, Indonesia  \nAbstract: The main purpose of this study was to validate a Malay  \nLanguage version of a 30-item teacher education program coherence questionnaire. Two different samples of preservice teachers completed  \nthe Malay translation of the questionnaire. Exploratory factor  \nanalysis (N=220) showed four types of perceived program coherence  \nwhich had good internal consistency ranging from 0.79 to 0.86:  \n‘Opportunity to enact practice’, ‘Opportunity to analyze practice’,  \n‘Opportunity to connect ideas across courses’ and ‘Coherence  \nbetween courses and practical experience’. The confirmatory factor  \nanalysis (N= 234) provided support for a four-factor model. In  \naddition, an analysis of criterion validity of the four types of perceived  \nprogram coherence also indicated meaningful relationships to  \nteaching efficacy. Our study supports the applicability of the  \nMalaysian teacher education program coherence questionnaire for  \nuse among Malaysian preservice teachers. Both theoretical and  \npractical implications are provided for teacher educators and  \nresearchers.  \nIntroduction  \nConventional teacher education is rightly the place for acquiring knowledge and skills necessary in a teacher preparation program, however,“it can be accused of being stagnant and being inept to produce teachers who are capable of moving beyond basic competence (knowledge and skills) towards teachers who are creative and who are relevant to the real problems of classroom practices”(Goh & Blake, 2014, p. 477) . Similarly, Forzani (2014), and Zeichner (2014) have long expressed that new teachers struggle to apply theory learnt atthe university to actual classroom practices. However,“the perennial challenges of integrating theory with practice faced by existing teacher education models suggest a change in thinking about the structure and focus of preservice practica”(Moore, 2003, p. 41).Teacher education needs to coherently integrate relevant aspects of the preservice teachers’ program with a more realistic and practical view of teaching and learning about real world knowledge and skills (Hammerness & Klette, 2015) . Researchers in teacher education have contended that there is and should be a strong connection between theory and practice within teacher education programs (e.g. Forzani, 2014; Kennedy, 2016; Russell, McPherson & Martin, 2001) .  \nSimilarly and recently in Malaysia, the Malaysia Education Blueprint 2013-2025 have highlighted the need for quality teaching which was further supported by a government review for an improved preservice teacher development (see review in High-performing education, 2013) . The reviews hinted that despite preservice teachers being prepared on  \nVol 42, 12, December 2017 42  \nAustralian Journal of Teacher Education  \npedagogical methods of teaching, their ability to connect theory to practice m","cbCailr6D0uHu6c5","https://ap.wps.com/l/cbCailr6D0uHu6c5","pdf",488260,"English","# Abstract\n# Introduction","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"To validate a Malay-language version of a 30-item teacher education program coherence questionnaire for use among Malaysian preservice teachers.\"},{\"question\":\"How many factor types were identified, and what are they?\",\"answer\":\"Exploratory factor analysis identified four types of perceived program coherence: opportunity to enact practice, opportunity to analyze practice, opportunity to connect ideas across courses, and coherence between courses and practical experience.\"},{\"question\":\"What do the factor analyses support about the questionnaire’s structure?\",\"answer\":\"Confirmatory factor analysis supports a four-factor model, and criterion validity shows meaningful relationships between the four coherence types and teaching efficacy.\"}]","Validation of the Malaysian Version of the Teacher Education Program Coherence Questionnaire - Part 3 - Abstract and Introduction | PDF",1792077912,48]