دانلود کتاب Globalisation, Education, and Reform in Brunei Darussalam

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Preface and Acknowledgements
Praise for Globalization, Education, and Reform in Brunei Darussalam
Contents
Notes on Contributors
Abbreviations
List of Figures
List of Tables
Chapter 1: Contextualising Globalisation, Education and Reform in Brunei Darussalam
1.1 Setting the Scene
1.2 Wawasan 2035, SPN21, MIB and Education in Brunei: An Initial Look
1.3 Curriculum and Pedagogical Issues: Teachers’ Knowledge and Beliefs, and New Developments
1.4 MIB in Teacher Training, Curriculum, Classroom Practice and Society
1.5 COVID-19, Society and Education
References
Part I: Contextualising Brunei and Its Education System: History, Ideology and Major Reforms
Chapter 2: History and Development of the Brunei Education System
2.1 Introduction
2.2 The Educational System of Brunei Before 1888
2.3 The Educational System of Brunei Under the British Protectorate (1888–1984 AD)
2.4 The Educational System of Brunei During the Pre-independence Period (1959–1983)
2.5 The Educational System of Brunei After Independence (1984)
2.6 The Educational System of Brunei After 20 Years of Independence
2.7 Conclusion
References
Chapter 3: Malay, Muslim and Monarchy: An Introduction to Brunei Darussalam and Its National Identity
3.1 Introduction
3.2 Melayu Islam Beraja: Deconstructing Its Elements
3.2.1 Malay
3.2.1.1 Malay as a Race
3.2.1.2 Malay as a Language
3.2.1.3 Malay as a Culture
3.3 Islam
3.4 Monarchy
3.5 National Identity
3.6 Conclusion
References
Chapter 4: Melayu Islam Beraja in the Titahs of His Majesty the Sultan of Brunei (2011–2020): The Leader’s Transformative Vision and Aspirations
4.1 Introduction
4.2 Continuity of Tradition
4.3 Preservation and Promotion of Religion
4.4 Evolving Education
4.5 Globalisation and Youth
4.6 Conclusion
References
Chapter 5: MIB and Islamic Education in Brunei Darussalam: An Overview
5.1 Introduction
5.2 The Development of MIB Education in Brunei Darussalam
5.3 The Development of Islamic Education in Brunei Darussalam
5.4 The Development of Islamic Education During the British Protectorate (1888–1983)
5.5 The Development of Islamic Education After Independence
5.6 MIB and Islamic Education as National Curriculum Identity and Way Forward
References
Part II: Curriculum and Pedagogical Issues, Teachers’ Knowledge and Beliefs, and New Developments
Chapter 6: From Pedagogical Beliefs to Implementation: The Development of Pre-Service Teachers’ Technology, Pedagogy and Content Knowledge for Student-Centred Learning
6.1 Introduction
6.2 Technological, Pedagogical and Content Knowledge Framework for Teacher Candidates
6.3 Teachers’ Pedagogical Beliefs
6.4 Conceptual Framework
6.5 Methodology and Findings
6.5.1 What Teacher Candidates Learnt from the TPACK Module that Shapes their Pedagogical Beliefs?
6.5.1.1 Teacher A
6.5.1.2 Teacher B
6.5.1.3 Teacher C
6.5.2 What Did Teacher Educators Learn from the Teaching and Learning of the TPACK Module?
6.6 Conclusion
References
Chapter 7: Beginning Teachers’ Use of a Constructivist Teaching Approach to Improve their Students’ Understanding of Science Through Classroom Discussion
7.1 Introduction
7.2 The Conceptual Understanding Procedure (CUP)
7.3 Findings and Discussion
7.3.1 Classroom Observation
7.3.2 Observation of Students’ Participation
7.3.3 Challenges for the Teacher Candidates
7.3.4 Teachers’ Reflection
7.4 The Way Forward for a Better Experience in Conducting the CUP
7.5 Conclusion
References
Chapter 8: The Development and Growth of Inclusive Education in Brunei Darussalam
8.1 Introduction
8.2 The Direction of Educational Reform After Independence
8.3 The Impact of National Policies and International Declarations on Inclusive Education
8.4 Current Movement Towards Inclusive Education in Brunei
8.5 The Establishment of Special Education Unit (SEU)
8.6 The Role of Teacher Education in Brunei Darussalam
8.7 MTeach: Inclusive Special Education (ISE)
8.8 Inclusive Education Practices in Brunei Darussalam
8.9 Final Thoughts
8.10 Conclusion
References
Chapter 9: Using Role-Play to Teach Minority Ethnic Languages: A Case Study at Universiti Brunei Darussalam
9.1 Introduction
9.2 Brunei Dusun Language
9.3 Role-Play: Theory, Benefits and Challenges
9.4 Research Methodology
9.5 The Process of Teaching and Learning (The Intervention)
9.6 Results and Discussion
9.7 Discussion
9.8 Recommendations and Conclusions
References
Chapter 10: Standardised Testing and Students’ Wellbeing: A Global or Local Problem?
10.1 Introduction
10.2 Academic Assessment Versus Wellbeing Assessment
10.3 Assessment of Wellbeing Across Culture
10.4 Adolescents’ View of Problems Affecting Wellbeing
10.5 Methodology
10.6 Instrument
10.7 Data Analysis
10.8 Results
10.9 Discussion
10.10 Conclusion
References
Part III: MIB in Teacher Training, Curriculum, Classroom Practice, and Society
Chapter 11: Training MIB Among Teachers in Brunei’s Religious Teachers University College
11.1 Introduction
11.2 Teacher Training and Education in Brunei Darussalam
11.3 The MIB Curriculum in Teacher Training
11.4 The Importance of Preserving MIB in Seri Begawan Religious Teacher University College (KUPU SB)
11.5 The Importance of Highlighting Islamic Values in MIB
11.6 The Study
11.7 Thoughts and Perception of Having MIB Curriculum in TTE Institution
11.8 The Effectiveness of the MIB Curriculum in TTE Institution
11.9 Challenges in Taking MIB Curriculum in the TTE Institution
11.10 Important Issues that Need to Be Highlighted in the MIB Curriculum
11.11 Thoughts and Opinions in Advancing MIB Curriculum in the TTE Institution
11.12 Conclusion and Recommendations
References
Chapter 12: Internalisation Strategies of the Malay Islamic Monarchy Philosophy in Year 7 Curriculum in Brunei Darussalam
12.1 Introduction
12.2 MIB and National Education in Brunei
12.3 Content Analysis of Year 7 MIB Textbook
12.4 Internalisation Strategies in Year 7 MIB Textbook
12.4.1 Modelling
12.4.2 Integration
12.4.3 Multimodal
12.4.4 Reinforcement
12.5 Pedagogical Implications and Opportunities for Educators
12.6 Conclusion
References
Chapter 13: Malay Language and MIB Teacher Educators’ Perceptions of the Year 7 MIB Curriculum
13.1 Chapter Background
13.2 The Role of Educators
13.3 Flexibility of the MIB Curriculum
13.4 New Textbook Provides Endless Opportunities
13.5 Diversifying of Pedagogical Approaches
13.6 Conclusion
Appendix: Interview Questions
References
Chapter 14: The Integration of Quranic Spiritual Knowledge in Brunei Darussalam’s Science Education Curriculum
14.1 Introduction
14.2 The Meaning and Significance of Quranic Spirituality
14.3 The National Philosophy of Education
14.4 The Need for the Islamisation of Science
14.5 The Quranic Inclusion in the Year 7 Science Curriculum Textbook
14.5.1 Chapter 1: Introducing Science
14.5.2 Chapter 2: Classification
14.5.3 Chapter 3: Matter
14.5.4 Chapter 4: Water
14.5.5 Chapter 5: Cell Structure and Organisation
14.5.6 Chapter 6: Force and Pressure
14.5.7 Chapter 7: Energy
14.5.8 Chapter 8: Magnetism
14.6 Conclusion
References
Chapter 15: MIB Beyond the Classroom: Local Influencers and Their Impact on the Public Understanding of the State Philosophy
15.1 Introduction
15.2 Social Media and Influencers
15.3 The Study
15.4 The Philosophy of Malay Islamic Monarchy in the Eyes of Bruneians
15.5 The Role and Impact of Influencer on the Public Understanding of MIB
15.6 Issues of Using New Media in Relation to Malay-Islamic-Monarchy Concept
15.7 The Public Perceptions of Local Influencers
15.8 Requisites and Guidelines for the Influencers
15.9 Conclusion
References
Part IV: COVID-19, Society and Education
Chapter 16: COVID-19: Educational Practices and Responses in Brunei Darussalam
16.1 Introduction
16.2 Education Policy and Practices in Brunei Darussalam
16.2.1 Education System in Brunei
16.2.2 Vignettes of Typical Lesson Practices
16.2.3 Time Spent in Teaching and Other School-Related Activities
16.3 COVID-19 and Changes in Educational Practices in Brunei Darussalam
16.3.1 Core Education: Primary and Secondary Education
16.3.1.1 School and Learning Activities
16.3.1.2 Health, Safety and Wellbeing
16.3.2 Higher Education
16.3.2.1 Changes in Educational Practices Within the Higher Education Institutions
16.3.2.2 Teaching, Learning and Assessment Approaches
16.4 Student Teacher Responses Towards Changes in Educational Practices
16.5 Educator Responses Towards Changes in Educational Practices
16.6 Conclusion
References
Chapter 17: Higher Education Institutions in the New Semester: Moving Beyond ‘Pandemic’ Pedagogy
17.1 Introduction
17.2 Challenges amid Online Teaching and Social Distancing
17.2.1 Slow Internet Connectivity
17.2.2 Accessibility and Social Mobility on Research
17.2.3 Mental Health and Emotional Wellbeing
17.2.4 Field of Study
17.3 Embracing Opportunity in Pedagogy amid COVID-19
17.4 Institutional Support During the Pandemic and into the New Semester
17.5 Conclusion
References
Chapter 18: Digidemic and Students’ Hysteresis During Online Learning
18.1 Introduction
18.2 The Impact of Digidemic on Education
18.3 Students’ Experiences
18.4 Hysteresis and Digidemic
18.5 The Way Forward
References
Chapter 19: Student Experiences During COVID-19: Towards Humanistic Internationalisation
19.1 A Vignette: From The Wonderful Wizard of Oz to COVID-19
19.2 The Cyclone of Circumstances
19.3 Travelling the Yellow Brick Road
19.4 There Is No Place Like Home
References
Chapter 20: Wrap Up to Move Forward
20.1 Globalisation, Education and Reform in Brunei Darussalam: Concluding Remarks and Further Thoughts
20.2 Wawasan 2035, SPN21, MIB and Education in Brunei: A Further Look
20.3 Curriculum and Pedagogical Issues: Key Points and Further Thoughts
20.4 MIB in Teacher Training, Curriculum, Classroom Practice and Society: Key Points and Further Thoughts
20.5 COVID-19, Society and Education: Little-Known Long-Lasting Impacts
References
Glossary
Index