A READINESS OF CHEMISTRY TRAINEE TEACHERS TOWARDS THE 2027 SCHOOL CURRICULUM

This study aims to identify the knowledge and readiness of Chemistry trainee teachers in Universiti Pendidikan Sultan Idris (UPSI), Malaysia, towards the 2027 School Curriculum. A survey design was used. The sample selection was conducted using simple random sampling, involving 150 UPSI Chemistry trainee teachers from Semesters 6, 7, and 8. The research instrument was a questionnaire using a five-point Likert scale. The questionnaire consisted of three sections, including demographic aspects, knowledge, and readiness of UPSI Chemistry trainee teachers towards the 2027 School Curriculum. The instrument was evaluated through expert agreement percentage for face validity (88.7%) and content validity (90%). The reliability of the instrument was measured through a pilot study conducted on 30 respondents, obtaining a Cronbach’s alpha value of 0.976 for knowledge and 0.977 for readiness. The data were analysed descriptively using SPSS version 27 to obtain the mean and standard deviation (SD). The findings showed that the level of knowledge (mean = 3.93, SD = 0.899) and readiness (mean = 4.39, SD = 0.592) of UPSI Chemistry trainee teachers towards the 2027 School Curriculum were obtained. In conclusion, UPSI Chemistry trainee teachers’ knowledge level was moderately high, while the readiness level was high. The study's implications underscore the need to reassess teacher training programs, with a focus on practical training and modern teaching strategies. Education lecturers should adopt student-centered approaches and provide continuous guidance. Additionally, trainee teachers should enhance their readiness through training, seminars, and workshops to ensure effective teaching aligned with the new curriculum.