TEACHER’S UNDERSTANDING OF COLLECTIVE LEARNING IN MALAYSIAN INDEPENDENT CHINESE SECONDARY SCHOOL

Abstract

Collective learning is viewed as a cost-effective strategy for teachers to realize their professional development and is also widely used in Malaysian Independent Chinese Secondary School (MICSS) of different scale. This study was conducted in order to make collective learning to better assist MICSS teachers’ professional development based on Misami’s understanding of it. Specifically, this study adopted a qualitative descriptive single case study design by collecting data through semi-structured interview which was then analyzed through a thematic data analysis approach. Ultimately, Misami's definition of collective learning, her gains from collective learning, and the supportive conditions needed to better implement collective learning in MICSS are presented, as well as suggestions for future related research based on the research limitations of this study.