Authors : Tay Shan Shen; Lim Chsing Chsing

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/ypmvautp

DOI : https://doi.org/10.38124/ijisrt/25may1282

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The Same Course Diverse Designs (SCDD) model originated in China as a teacher professional development approach aimed at enhancing classroom instruction through comparative lesson study and collaborative learning. In the Chinese context, this model has been shown to be effective in strengthening teachers’ pedagogical knowledge and reflective capabilities. Since 2012, the SCDD model has been implemented in Malaysian Chinese National-Type Primary Schools (SJKCs) and has been well received by teachers. However, no research has been conducted to examine its implementation and effectiveness in the Malaysian context. This study investigates how the SCDD Open Class model is implemented in Malaysian SJKCs. The research is guided by Constructivist Learning Theory and adopts a case study approach. Data were collected from one full video transcript of an SCDD event, 182 teacher survey responses, and 20 interviews with two experts and eighteen participating teachers. Thematic analysis was conducted using ATLAS.ti 25 to organize and analyze the data. Findings indicate that the SCDD Open Class model in Malaysia consists of six main sessions, namely lesson preparation, open class, group discussion, gallery walk, reflection presentation, and interaction session. Collaborative learning was embedded in each session, while the comparison element encouraged teachers to reflect more critically on teaching practices. Teachers identified the open class session as the most effective in promoting professional learning, while small group discussion was perceived as the least effective. The survey results further showed that 89.6 percent of teachers felt their understanding of reading instruction had improved, and 92.9 percent expressed a willingness to adjust their daily teaching practices. These results demonstrate the program’s effectiveness in connecting professional development with instructional change. This study highlights the strengths of the SCDD Open Class model and identifies areas for improvement, particularly in the use of evaluation forms and the structure of small group discussions. The findings provide practical insights for enhancing future teacher professional development programs in Malaysian SJKCs and similar educational settings.

Keywords : Malaysia; Teacher Professional Development; Open Class; Chinese Language; Reading Instruction.

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