https://jice.um.edu.my/index.php/JUKU <p><strong>The Asia Pacific Journal of Curriculum &amp; Teaching (JuKu)</strong>&nbsp;(eissn: 2289-3008) is an interdisciplinary on-line fully open access refereed journal. It is published four times a year (January/April/July/October) in English and in Bahasa Malaysia. JuKu serves as a platform for discussions on emerging issues related to curriculum and teaching. JuKu is fully committed in ensuring high quality research-based publications.</p> <p><strong>Jurnal Kurikulum &amp; Pengajaran Asia Pasifik (JuKu)</strong> (eissn:&nbsp;2289-3008) merupakan jurnal berwasit antara disiplin atas talian (open access). Jurnal ini diterbitkan empat kali setahun (Januari/April/Julai/Oktober) dalam Bahasa Inggeris dan Bahasa Malaysia. JuKu berfungsi sebagai platform untuk membincangkan isu-isu memuncul yang berkaitan dengan bidang Kurikulum dan Pengajaran. JuKu komited sepenuhnya&nbsp; dalam memastikan penerbitan berasaskan penyelidikan yang berkualiti tinggi.</p> Faculty of Education, University of Malaya en-US JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik 2289-3008 https://jice.um.edu.my/index.php/JUKU/article/view/64596 <p>This study examines the influence of educational background on teachers’ Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK) in the context of primary mathematics education in Malaysia. Using a quantitative approach, survey data were collected 600 from primary school mathematics teachers representing diverse educational qualifications, including certificate, diploma, degree, and postgraduate levels. Descriptive analysis revealed that teachers demonstrated moderate to high levels of CK, PK, and PCK, with PK emerging as the highest-ranked domain, followed by PCK and CK. One-way ANOVA and post hoc analyses indicated that only PK varied significantly across educational backgrounds, with certificate-level teachers reporting higher PK compared to those with diplomas, degrees, or postgraduate qualifications. No significant differences were found for CK or PCK, suggesting that these domains may be shaped more by teaching experience and professional development than by formal qualifications. The findings highlight the importance of embedding practical, pedagogy-focused components within degree and postgraduate programs to strengthen PK, while ongoing professional development is essential to consolidate CK and PCK. This study contributes to teacher education literature by underscoring the differential impact of educational background on knowledge domains and provides implications for teacher training programs, policy, and future research in mathematics education.</p> BATHMASREE NAGENDRARAO Dorothy DeWitt Kwan Eu Leong Copyright (c) 2026 JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik 2026-03-16 2026-03-16 13 4 https://jice.um.edu.my/index.php/JUKU/article/view/68780 <p>Purpose - Although the discussion about the best method of teaching reading has been ongoing over the decades, little has been understood about the relative perceptions of synthetic phonics with the whole language approach in the early development of literacy levels among English as an Additional Language (EAL) students. The current paper aims at explaining the way in which teachers conceptualise, interpret, and operationalise these strategies to facilitate the development of literacy among young learners. The study also offers information on the good practices in multilingual learning settings by demonstrating the importance of instructional decisions in determining literacy outcomes.&nbsp;</p> <p>Methodology - The proposed study has a qualitative design that will use semi-structured interviews to explore the perceptions of teachers about synthetic phonics and whole language instruction in EAL early literacy classes. A total of six teachers were purposely selected in one international school in Selangor were involved, three in the Early Years and three in the Key Stage 1. The thematic analyses used to determine common trends and lessons in teaching.</p> <p>Findings - The study established a difference in perceptions among teachers in the use of synthetic phonics and whole language as tools of facilitating the early literacy development of EAL learners. Educators came to realise that synthetic phonics provides a solid base in abacus and spelling, which is especially beneficial to younger students who have little experience with the English language. At the same time, they appreciated whole language due to its ability to encourage understanding, word development and reading interest. However, there were issues in trying to balance the two methodologies within curricular considerations since educators would often focus on phonics due to its guided and measurable results. Another theme of the analysis was related to the customization of whole language practices to the needs of different learners and the consistency across the classroom, which serves as the reason why integrated models of instruction are essential.&nbsp;</p> <p>Significance - A major contribution of the study to the research body is that it enlightens teachers on their perceptions of synthetic phonics and whole language in early literacy classes. The research will help to make pedagogical decisions more informed by defining the strengths, limitations, and challenges of both methods and will help to develop instructional methods that cater more effectively to the diverse literacy requirements of multilingual learners.&nbsp;</p> <p>&nbsp;</p> <p>Keywords- Synthetic phonics; whole language; EAL learners; early literacy; teachers’ perceptions; reading instruction.</p> <p><strong>&nbsp;</strong></p> Noorhayati Zakaria Shanina Sharatol Ahmad Shah Anwar Farhan Mohamad Marzaini Shahazwan Mat Yusoff Copyright (c) 2026 JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik 2026-03-16 2026-03-16 13 4