CHAPTER 1 : CONCEPT TEACHING AS A PROFESSION Profession- refers
to a job that performs an important social function. (level of
proficiency, systematic knowledge experience, etc)- is a field
which has characteristics such as intellectual finesse interest,
adequate qualification training, solemn needed by the community,
enjoy individual & group autonomy, quality service concerned,
service manners @ code of ethics.- a distinctive line of works that
requires educatioN & efficiency as well as high proficiency and
specifies. ( eg; law, medical,teacher)- values of profession are
being set up by the organization so that the members will
follow.Characteristics of Profession - unique & important
services with clear obj for society and country.- use a lot of
intelectual ability & capability during services- get specific
training in certain duration- expert in the work field- have the
autonomy in carry out duty- concern about the quality of service-
obey and follow the code of profession ethics- dedicated and not
asking for rewards.
Professionalism - refers to the characteristics @ attributes in
expert circles of a profession- according to Ornstein & Levine
(1993), there are 4 attributes in a profession ;
1) master in-depth content of knowledge2) efficiency and
expertise in a particular field3) the presence of ethics code to
control behaviour 4) truth/approval was given to a profession by
society to operate. a) Knowledge of the subjects taught Through
teacher training Knowledge content of the subjects Knowledge of the
basic pedagogical principles such as classroom management Knowledge
of cuuriculum, including lesson, syllabus, textbooks, study guides
and teaching materials Knowledge of school administration, school
culture, and working style as a force within the organization
Knowledge about the purposes, value, philosophy and history of
edu.
b) Knowledge of the learner Knowledge about the development of
children and teenager ( cognitive, social, physical, and emotion)
Knowledge of understanding the diversity of students intelligence,
culture, emotion to help develop their potential. Knowledge on how
student learn and their need to provide suitable approach, task,
and motivate after identify their strength and weaknesses.
Knowledge of analyze and make the best decision for student
(evaluate stud understanding, making reflection of t&l, improve
the planning and process of teaching.
c) Increase the profesionalism of teacher Streamlined the skills
and knowledge techniques @ method from time to time Complete
themselves to the self-renewal and changes in curriculum Strive and
make decisions in classroom Concern with achievement and welfare of
the stud.
Characteristic of professional teacher Mohamad Sani (1998) :
Attitude- devoted- good moral values- noble- commitment- +ve
attitude- talented- leadership- knowledge culture practice-
courteousSkill- t & L planning- t & L managing- T & L
strategy- technology proficiency- generic proficiency- counselling
proficiency- T & L evaluationKnowledge - content of lesson-
content of knowledge- pedagogy- material- method- technology
Characteristics of Professional teacher Abdul Shukor Abdullah
(1998) Act professionally Display strength charcteristic of theory
Knowledgeable Actiong upon a foundation of ethics and framework
Immoral firm Always trying to improve quality of teaching Concern
with the discretion of stud and parents Able to evaluate stude
strenght and weaknesses Complete themselves with skills that allign
with current demands Ensure teacher teach pupils to learn situation
in classroom Attempting to build stud brilliant mind in academic
performance Obey and faithful to and maintain the profession
dignity and service Demostrate loyalty to the government, the
establishment of free and not parted. Professional and devote
attention to teaching and learning at school
Professional teacher Vs Non-professional teacherProfessional
Non-professional
-training programme- hve autonomy in classroom- be in
organization and involve in all the act pro- expert in subj- not
only for trainnee teachers only Eg : gstt,temporary teacher-
limited autonomy- do not have power in fired techer
10 traits of effective teacher (McEwan, 2002) ;1) Encouragement
& passionate- driven by mission ( to teach) & passion to
help stud learn and develop.- high commitment & willingness to
accept additional tasks- strive to achieve goals.2) Positive and
true- display qualities such as respect, compassion, emphaty and
fair.- democratic,easy & open with stud, adaptable to changes.-
strengthen the power of studs and identifying stud issues.- always
looking +vely and sincere in every challenge to develop noble
personality human capital.3) Teacher as leader- influence stud to
change, learn, and develop to achieve aims.- role model to stud,
lead parents to active partnership, colleagues through mentoring,
collaboration, sharing ideas and etc,- impressive moral
proficiency, intellectual and social leadership for benefits
others.4) With-it-ness- complete themselves with knowledge and have
full control with classroom managemnt, stud involvement, and
managemnt of time.- carry out duties perfectly, and act wisely in
solving prob- create reflection during t & l to take action of
current events.5) Style- display own style, full of
interest,creative, humor, charisma, and bring renewal of teaching-
form own style and be accepted and exampled by the students.6)
Expertise in motivation- motivated and confident to change the stud
lives and master academic standard & highest behaviour-
motivate stud through personnel teaching efficacy with mission all
stud should learn. - acted as instructional manager7) Instructional
effectiveness - hve various techniques, teaching behaviour, and
skills that depend on the stud need, subj and learing outcomes.-
ability to communicate and teaching skills such as design and
provide lesson, explaining clearly, preparing conducive
environment, managing classroom, etc.Slavin Model (1989), 4
elements of effective teaching. - teaching qualities ( various
teaching methods and materials), suitability level of teaching (
updated content and assessment sys according to stud ability),
incentives ( designing instructional content and provide the same
motivation either reward or punishment), and time (engaged time and
time on task) 8) Content learning- complete knowledge of the subj
content and always life-long learner.- need thorough knowledge of
delivering content knowledge, principles of classroom management,
curriculum materials, stud, purpose and value of reflection.9)
Street smarts- use the knowledge of stud, school, and local
community to solve probs of t & l in classroom.- always
investigate and collect info on the causes of stud behaviour to
devise effective t & l process.10) Mental life- active learner
& hve individual direction- active & always focus on task-
ability to think and make reflection, explain various ideas, issues
and values on teaching.
CHAPTER 2 : TEACHING CODE OF ETHICS & ACCOUNTABILITYConcept
of EthicsEthics = rules of behaviour, human customs in association
with each other and this arrangement maintained what is right and
wrong.= ethical moral principles that include knowledge about
nature of good and truth.= ethical code of conduct identified in
relation to human actions in certain areas (Nikki, 2009)= knowledge
of duty (Bascom, 2007)Professions Code of Ethics
* regulation for professional help teacher comply with the
principles set forth to take care of the good image of their
profession.* ensure that teachers did not do anything untoward
& tarnished the image of teaching profession.* 3 aspects that
are key functions of professions code of ethics :1) Provide
guidelines for every member of the profession on the principles
outlined professionalism. - every member abreast of things to do
and which should not be done.2) The social control of society
related professions. - provide knowledge to the community so that
they understand the importance of a profession that allows them to
control professionals in their career field,3) Helps professionals
to prevent interference outside the organization profession about
ethical relationships in the membership of the profession.
Code of Ethics Training Msia Teacher Code of Ethics is provided
in the form of a pledge that all teachers will observe and protect
the image of the teaching profession.
a) Responsibility towards the students
More concern for the welfare and safety of stud from othe things
Be fair to all stud, regardless of factors of physical, mental,
emo, politic, economic, scocial.. Keep ur professional @
confidential info about stud unless they are entitled to know, To
assist or teach a stud in the classrrom itself @ in the sub, the
sub being taught in the classroom without any charges. Demostrate
how to dress, speech, and behaviour can give a good example to the
students. Maintain & improve professional competence through
study tours, and attending professional courses, conferences,
meetings, @ seminar for teaching us to achieve highest quality.
b) Responsibility towards the parents
- respect the primary responsibility of parents- strive to
establish friendly relations and cooperation between educational
institution and households.- consider all the info provided by
parents @ child as confidential and will not disclose to anyone-
provide info to parents in the interest of their children and use
the info received from parents carefully and sensibly.- refrain
from using @ affected by the social and economic position of the
parents- prevent urself from saying things or doing things that can
affect the belief of stud to parents @ guardian.
c) Responsibility towards sociaty and country- prevent urself
from spreading the teachings that could damage the interest of
stud, community, nation @ opposite of the rukun negara.- foster the
stud attitudes and valuea that can help & guide them to become
loyal, responsible, helpful, and respectful to different race,
religion, or culture.- respect the communities in which we serve
and meet all responsibilities as a citizen and always participate
in any community activities.- to promote cooperation and
understanding between teachers and parents as well as educational
institutions and the community.- provide active contribution to
raise the moral life, culture, knowledgeable society.- adhere to
proper behaviour accepted by society and live our days well.
d) Responsibility towardsa colleagues and teaching profession-
refrain from making any statement @ comment that could discredit a
teacher in front of studs @ their parents @ do something that can
degrade a teacher.- do not engage in activities that could affect
our efficiency as a teacher- strive fully discharge our
responsibilities diligently and earnestly and keep it in line with
the professional and social progress.- always ready to help
colleagues, especially those who are new to the teaching
profession- always monitor ourselves so as not to tarnish the
reputation of the teaching profession- be a member of teachers
organization.
Concept of Accoutability Accountability= to be responsible to
someone or for any actions, decisions, etc and is prepared to
provide an explanation and justificstion required= closely related
to the discipline and the need to justify and accept
responsibility, decision, or action taken.
= refers to the responsibility of a teacher to the teaching
profession. Teaching responsibilities should be understood and
implemented by a teacher for teachers professionalism.a)
Accountability towards students Educate stud to a level of
excellence in academic achievement as well as potential to form a
whole produce stud with balance and harmonious JERIS. Shaping the
personality of stud and teaching has a moral purpose as always give
importance to the character of the studs. Use the practices of
teaching and select materials for all studs of diff race, gender,
religion, ability, etc. Develop a range of skills in order to
accelerate stud learning and to create a classroom environment
Accountable for stud performance and to provide an explanation if
the academic achievement declined. Dedicated, priortize stud
welfare and safety, fair, guiding and portray good values.
b) Accountability towards oneself Should be knowledgeable and
competent in the subj area that being taught. Update themselves on
new developments (explore & discover new knowledge,pedagogical
content) Build good interpersonal skills Commintment to the task,
pstve attitude, perform duties in a fair and equal leaning
opportunity to all. Maintain good behaviour, have patience,
empathy, sincerity, and honesty in carry out duties. Delivering
info effectively, classroom management, discipline mangment, group
dynamics process. Stud motivation & participation in t & l
act.
c) Accountability towards parents For the development and
progress of the studs in school. Sahping stud personality (
teaching & innstruction form stud character) Establish good
relationship with parents to support them in prob associated with
their children. Play a role in guiding stud as teacher character (
parents hope is high) Gain parents trust will encourage parents to
talk about the prob and collaborate wit teacher.
d) Accountability towards community and country Fulfilling the
country as Malaysians based on the principles enshrined in the
National Principles. Perform best to achieve the ideals and
aspirations of the National Philosophy of Education. Be positive to
increase the prestige of teaching profession in public life.
Sensitive to the environment and community affected abstain from
the ve elements that may contaminate the good image of the school
and community/country Update oneself by bringing changes to stud
and future in line with the aspirations of NEP n Vision 2020. (
practice reading, acquire knowledge, tnet search skills, ict)
Develop attitudes and values in the stud to guide & nurture
them to become loyal citizens, responsibility, and respect all
people. Encourge relationship with parents and comunity (adapt and
adopt an attitude of modesty while participating in social act)
e) Accountability towards colleagues and teaching profession
Cooperate each other to protect the image of profession Prepare to
assist new collegues in the profession Master latest @ content
knowledge, pedagogical skills, etc ( attend courses, intellectual
discussion, AR, accessing tnet, etc to perform their duties) Use
computer in learning, self-access, and means of treatment as a
result of reading writing input virtual Take opportunity to make
full use of existing facilities in teacher act cntres, resource
centers, library to enhance quality of teaching and profession
Acquire knowledge and skill in edu psychology, pedagogy, sociology
of edu, tech, and assessmnt to find alternative to help stud.
Teacher Integrity Integrity wholeness @ completeness, soundness
of moral principle which refers to sincerity and honesty
(Nillsen,2004) Msia Institute of Integrity (2004), refers to the
inherent superior quality and strong overall to individuals and
organizations. The integrity of the teachers refers to the superior
quality that exists as a whole and to individual members of the
solid edu and edu organization based on ethics and charter
organizations. Teacher practice and and understand Profession Code
of Ethics and charter customers by creating a culture of systematic
organization. Teacher will hve trust and loving concern of stud as
well as high persistence in addressing the probs faced by stud.
Teacher should be responsible and obligated to give the best of
stud - fun learning environment make up human capital potential and
admirable display. Teacher with faith, trust, caring nature of the
stud will definitely get the best edu and emulate the character of
the teachers. Teacher with good relationship with stud based on
sincerity and compassion enable to provide the best edu for stud.
Stud formed holistically depend on identity and integrity of
teacher.
National Integrity Plan (NIP) Main aim to instil and build
ethics and integrity culture to all. Allign with 4th challenges in
Vision 2020 (create society that have strong moral values and
ethics) 5 goals :1) reduce the bribe disturbance, corruptcy,misuse
power effectively2) enhance the competency in delivering sys of
public service and overcome birocracy3) enhance corporate
administration and business ethics4) empower the family
institution5) improve the life quality and harmonious society.
CHAPTER 3 : ISSUES ON TEACHERS ETHICS Ethics enable to protect
secure the teacher profession accordance with the customs of the
profession (civil servant) & not contrary with the human rights
generally. To protect the imge of profession, every teacher must
adhere to professional ethics, teaching ethics,ethical behaviour
& ethical pub. Service (Abd Rahim,2007)
a) Teacher politeness Is conduct o behaviour that is able to
make a good relationship with each other that make a society live
in harmony and friendly. Courteous language teacher should have :1)
Words contain meaning utterance honest, sincere and true2) Use
appropriate voice intonation3) Select the use of personal pronoun
and calling sys.4) Not interrupt the conversation of others,
selfishness and has self views only.5) Use appropriate strategies
to avoid misperception of others 6) Comply with the language that
meets the community Characteristics of teacher politeness :1)
Sincere,honest,kind, caring & willing to sacrifice2) Be
grateful and thankful 4 the blessings and benefits derived (say
thanks)3) Bold, assertive & able to correct the bad things from
happening4) Valuing n respecting others despite the age,
background, ability, etc5) Using words 4 good things & not hurt
others6) Friendly, generous, and willing to improve weaknesses7)
Wear appropriate attire by following the ethics8) Good
communication skills considering the culture
Model Prinsip Kerjasama (PK) Grice 1975 Based on the usage of
conversation implication in exploring the appropriateness Teacher
give opinion @ speech as wanted only Have to consider the exactness
of speech, place of discussion & the appropriateness of the
speech Grice has 4 principles :1) Kuantiti (perfect) give the
benefit info n ensure info not beyond the expectation2) Quality
(correct) do not say somethin that they think of incorrect or not
sure without proof3) Continuous (kesinambungan) have related and
relevant info4) Ways of delivering (clear) avoid unclear perception
0 too smple, n implement systematically
Model Kesantunan Lakoff (1978) To maintain the harmonious &
progress of conversation 3 principles : 1) Do not force2) Give
choices3) Be a good listener Prinsip Kesantunan Leech (1983) Based
on the quality of conversation 6 principles :1) Polite/prudent min
cost & max benefit to others2) Wise min benefit & max cost
to self3) Support- min insultation & max complment4) Humble min
complmnt & max insultation to self5) Agreement min fight &
max agreement to others6) Sympathy max to self & others
b) Teacher concern/caring A composite representation of the
feelings, thought, and attention given to a particular issue o
task. Combination of feelings, thoughts, and attention given by
teacher of the issues encountered during his/her duty. Teacher
concern is the power of changing process (Havelock, 1995). Teacher
hve to :1) Realize the change2) Interested in change3) Identify the
indicator of change4) Evaluate the changing effect5) Cooperate with
collegues6) Make improvement Eg of issue: - do not care bout the
stud, not focus in duty, take self-dev 4 granted Teacher care of
the stud needs n act to meet the requirements, listen to stud
voice, create conducive environment, understand stud emphaty
Teacher show caring through Budaya Cut Apple A caring,
understanding, trusting, accepting, patience, +ve thinking,
listening, empathy, assertive
c) Appearance of teacher Refer to personal characteristics of
the teacher, including attitudes,beliefs, interests,
appreciation,and values. Standard that all teacher should know, act
normally, and can perform tasks responsibly regardless of subj
mtter o grade level taught (INTASC,2005) Teacher portray good
values Teacher be creative n innovative Teacher show good
appearance (style,expression) Teacher show +ve attitudes Teacher
have a good interpersonal skill Howard (2007) describes 4
characteristics that stimulate appearance n personality of teachers
:1) Appearance of difference Teacher deal with the diff of stud.
Teacher have level of skill-based culture, an ability to identify
& recognize certain realities created in the classroom with a
variety of cultures. 2) Appearance for dialogue Teacher show
passion n desire to know the other person & this refers to the
willingness to xplore the similarities and diff between individu
Dialogues between colleagues n dialogues between teachers and
studs.3) Disillusionment Able to come to fce the frustation is
showing openess teacher look outside of their own culture & the
ability to examine beliefs n views beyond.4) Democracy Able to
identify the importance of demo where all stud hve equal
opportunity to engage in all act.
d) Business in school Direct selling in school/staffroom
Enthusiastic business will forget & neglect their
responsibilities Effect the image of profession Violated the ethics
of public services and teacher are bound by General Order.
Authorities should play a role by providing comments & take
appropriate action against teacher profession
e) Part time career Gov official aubj to follow General Order of
the Government Civil servants must obtain approval to do part-time
work to supplement their income. Approval will given if the
part-time job does not conflict with the regulations such as not
done in working hours n does not affect their work. Eg : tuition @
online class, work in private institution Get permission from the
department of edu in advance (tuition not more than 6 hours a
week)
f) Time management Discipline for teacher Effective time
planning either on daily, weekly or long term to allow time 4 acts
of lect, learning, leisure, personal responsibility n break Time 4
themselves (pln t&l, punctual in entering class, not squander
studs time stud misbehaviour
g) Financial management Manage finances while on the job at the
school, teacher himself n fmily Teacher responsible for collecting
special fees n magazine, produce receipt, arrange stud finance
Teacher make purchases without following the procedure (without
using order form) Principal have rights to refuse payment Teacher
collect special fees from stud but not handing over the proceeds to
the school (no receipt) Teacher hand over the collection a few
weeks or months until all stud pay the fees. Teacher need to have
accountability for the money collected & in charge. Teacher
should always practice virtues & wisdom moderate severity
prudent financial mag of self n fmly. Teacher need to be cautious
in shopping, diff the needs n luxuries, spend wisely, save 4
future
CHAPTER 4 : DEVELOPMENT STAGES OF TEACHER Theory of
Thoughtfulness (Fuller, 1969) Studying the prob faced by teacher
pre-service & in service teacher Concern Theory - attempt to
explin the prceptions, concerns, probs, grievances n satisfaction
that faced by pre-service teacher (training prog)- Concern the
impression of teacher/somethin that is consider to be a prob @
somethin that thinks teacher and would like to make somethin about
it - 3 levels of concern :1) Ability of themselves ( Personal
Survival) Refer to the ability to cope successfully teaching
(classroom mngement, comments from others) Dimish after first few
months of teaching
2) The values of teachers focused on their task Pay attention to
the ways in which they can handle the task with good teaching Focus
on how to implement n improve teaching, how to master the content
cubj knowledge,classroom mangement) Cnfidence to tackle tasks n
overcome prob
3) Impacts associated with their teaching to stud. Give
attention to the impact of teaching on stud learning Concern on
stud achievement See stud as individuals with own potential ;
growth n dev
Dev of teachers as Natural Process Pre-service : thought,
concern will focus on yourself, then task on teaching, and impact.
Emo, social, n physical support needed by teacher to dev from one
stage to another Time to shift from one stage to another for 2nd
time take short duration compare the first one.
5 Development of Teachers (Trotter, 1986) one takes the interval
between 10 & 15 years to shift from novice to expert in the
field 5 stages : 1) The Novice level 2) The Competent level3) The
Effective level4) The Expert level5) The Master level
1) Novice Teacher Begins when registered as a stud in teaching
degree prog Learn the specific facts objectively & master the
basic concepts n principles Leaning n trying to form a holistic
view to understang the meaning of being teacher Acquire some basic
skills, terminology in profession, n initial ideas about teaching.
Collect n add factual knowledge, info on process of learning Expose
to the actual situation of school (SBE) & prcticum Being
mentored n clinical observations to support novice teacher to grow.
Involve in socialization issue : a) Not expert in managing cocu/
sportb) Not understand school rules n disciplinec) Lack of
confidence in controlling classd) Lack of theory n practicee) Lack
of interpersonal com skill
Challenges faced by novice teacher :a) Known as passive,not
creative & imaginativeb) Do not achieve the school indicatorc)
Unable to adapt with the school environment/communityd) Unable to
bear the workload as a teachere) Implement the teaching
strategy
2) Competence Teacher Achieve the min skills in their respective
field Able to understand the principles n concepts of learning in a
variety of situations n special circumstances Ability to solve
T&L problems Investigate practice through reflection
Characterictics :a) Personal mission-driven, +ve, faith, n
patienceb) Teaching own style, expert, mativate, with-it-nessc)
Intellectual like to read, fresh mental life,
self-actualization
Principles : a) Do It Right First Time efficient in doind work,
less mistakesb) Teacher teach, stud learn teach, do preparation
& motivate stud to learn c) Share the same vision teacher &
schoold) On-going improvement processe) Prevent prob than solving
prob be proactive
Requires between 2 n 5 years of teaching experience & open
to new learning or ready to receive additional training in
service
3) Effective Teacher Philip Van Hooser (1998), 3 elements of
success :a) Knowledgeb) Skillc) Attitudes Characteristics :a)
Professionalb) Portray strong/good theory in teachingc)
Knowledgeabled) Act based on code of ethicse) Strong morality f)
Keep improving the quality of teachingg) Concern on stud needsh)
Identify stud strength n weaknessesi) Prepare self for current
demandsj) Portray good image
4) Expert Teacher The best in the profession Involve fully in
curriculum mngemnt Influenced stud lives positively n lasting
impression T easily identify the key elements in a task T hve high
cognitive ability to digest & analyze the learning environment
in a creative n distinctive. Hve enough experience n can help
understand the sItuation facedT exhibiting a distinctive teaching
styles. T hve ability to guide n mentor novice teacher (shre
experience, ideas, skills through discussion, training courses,
etc) Need to :a) Good in communication stud dynamic learning
environmentb) Effective motivationc) Increase the ability in using
ICTd) Create @ plan proge) Able to manage classroom effectively (
values, relationships,environment) Skill required by teacher :
Delivering Evaluating Stimulating Classroom managing Discilpine
cntrol
5) Master Teacher To acknowledge teacher who have skill,
expertise, n excellence in subj @ opsyen T is a star in its field
understand n deal with many n varied info & still be able to
exhibit a smooth teaching style Ideas & skills affect the
policy related to conduct classroom teaching Own the ability to
carry out the duty n function as teacher max. GC (guru cemerlang)
Role model to other teacher Increase teacher motivation n school
excellence Master @ phd holder Good & +ve personality MOE role
to produce mster teacher :a) Collaborate with abroad unib) Twinning
prog with other unic) Plan In-service coursed) Train teacher (sc
math in eng)e) Provide vocational n technical teacherSimilarities
& differences of Master teacher (Trotter) & GC (excellent
teacher)Similarities Be a role model Alert, concern towards stud
Wise in managing time, material, snd resources Empowering subj
content learningDifferences Taught for 5 & three years Free
from blck listedDifferences between Novice teacher & master
teacherNovice Expert
Content knowldge learn separte @ discrete- limited pedagogical-
teache based on curriculum-know n understand the content narrowly-
use wide pedagogical strategy- change curriculum based on its
need
CHAPTER 5 : THE ROLE OF PRIMARY SCHOOL TEACHERTeachers Role1)
Practitioner Knowledge and Skill2) Consultant/guider 3) The
reflective Practitioner4) Researcher5) Agent of socialization6)
Agent of Change7) Substitude Parents8) Behaviour Shaper 9) Learning
Manager
1) Practitioner Knowledge & skill Responsible to always seek
knowldge n prctice to meet the edu needs Teacher love,mastre,
always looking n improving knowldge, use @ apply knowledge Teacher
practitioner of pedagogical & content knowledge Teacher
structured the t&L and integrated the elements of skills n
values. Teacher role to deliver knowledge n enhance the stud ethics
o values Teacher practice the culture of learning ( read, think,
research, new idea) Plan the t&l process Teaching skill
(pedagogical) Keep improving self
2) Consultant / Guider Teacher cover a persons entire moral dev
Ensure that stud master the skills needed to address the prob @
challenges T work with school n parents to guide stud toward
quality n healthy life T provide advice, guidance, instruction, n
assistance Cultivate the interest & motivation of academic
subj. Guide stud to identify strength n weakness, support their
interest Instill passion & healthy attitudes toward school n
relate it with daily practices Identify n assist stud who
experiencing prob of edu/social/emo/physical
3) Reflective Practitioner Help teacher to structure thinking
toward mastery pedagogical content & general knowledge T
evaluate, understand, & learn from experience T always question
themselves. Increase T professionalism Improve t & L act Enable
T to think critically n creatively. Able to identify strength n
weaknesses within himself Fulfil the stud needs Teaching process
become effective Action & decisions based on knowledge &
pedagogical knowldge effctively. Contribution to new ideas
4) Researcher T apply research to understand the culture,
prctice of learning environment and actions to improve the quality
of professionalism T make decision in classroom managemnt ( plan
lesson, assessing stud work, etc) Increase the quality of lesson
Carry out the research regarding t&L practice Implement the new
ideas or strategy to overcome prob Advantages : Adding theoretical
clarity, languange n learning Increase knowledge &
understanding of classroom prctice n improve teaching skill
Facilitate collaboration with stud n others Opportunity to expand
commitment towards the improvement n enhance the profession
5) Agent of Socialization T imparting knowledge, attitudes,
values, personality to stud accordance their needs n society
expectations T serve individual socialize and high emo intellignce
to stud adapt working world. T show empathy nature n help stud to
dev emotionally healthy T easy to adapt, caring, n respect
individual differences T involve in community act organize by local
community contribute time, energy, money socialize with parents,
residents, communities T enhance the quality of life patterns,
preserve n maintain the culture n norms of the community T willing
to learn n adapt to new tech in communication (email,chat,blog)
6) Agent of Change T face the changes in performance in duty (
new curriculum,new instructional method, new organizational
struct,etc) T must be able to manage the transition from the old to
the new, help others to release existing ways n try new ways,show
+ve spirit, with the ability of self-confidence, & willingness
to engage the face of change T be responsive n strive to lead the
change in line with the aspirations of the country through his
duties accordance with the current demands T action of changes
ensure the edu process more effective, relevant, meaningful n
appropriate to current demands T adopt the concept of Life-long
learning ; changes be generative, new ideas n innovation. Use
learner-centered strategy T be procative
7) Substitute Parents T need to understand that a child is
taught by their parents, understand fmly structure n fmly function
in the culture n practices of diff customs. T give more attention
& strive to create schools n classroom more conducive, concern
of child bout the outside world. T demostating the love, warmth,
and provide learning experience that are meaningful. T support stud
without being discrimination . T alert with stud needs, emo,
attitudes changes.
8) Behaviour Shaper T mold the required behaviour (+ve) T
understand the learning goals to be achieved T provide focus on
behaviour change T provide focus on thoughts, feelings,
psychological & emotional needs of the individual T provide
opportunities for individuals to master the control of his own
behaviour T deliver values, beliefs to shape stud behaviour T
create effective classroom
9) Learning Manager T strive to create a learning environment
that encourages collaboration among stud to make learning process
meaningful n productive. T planning, organizing, directing, n
controlling the t& l act T manage the classroom (rules,routine)
T manage physical environment (furniture, lighting,etc) T manage
the psychosocial environment of the classroom (communication) T
manage the process of assessment (question, examination,
monitoring,etc)
CHAPTER 6 : TEACHER LEADERSHIPConcept of Leadership Ability to
lead Ability to influence the members of the group to achieve goal
A persons ability to inspire confidence and support among the group
of people that are needed to achieve organizational goals.
Types of LeadershipLewin's Leadership Styles1. Autocratic make
decisions without consulting their team members, even if their
input would be useful. This can be appropriate when you need to
make decisions quickly, when there's no need for team input, and
when team agreement isn't necessary for a successful outcome.
2. Democratic make the final decisions, but they include team
members in the decision-making process. They encourage creativity,
and people are often highly engaged in projects and decisions. As a
result, team members tend to have high job satisfaction and high
productivity.
3. Laissez-faire leaders give their team members a lot of
freedom in how they do their work, and how they set their
deadlines. They providesupportwith resources and advice if needed,
but otherwise they don't get involved. This autonomy can lead to
high job satisfaction
1) Natural Leadership Appear as influential person The oldest,
most experience, high interpersonal skills Appoint naturally
2) Charismatic Leadership Leader has special or unusual quality
Demostrate ability to solve prob or face crisis successfully.
Personality traits :a) Oriented achievementb) Creative n
innovativec) Highly energetic n self-involvementd) High
self-confidencee) Willing to risk
3) Bureaucratic Leadership Structured n operates under specific
procedures as established in an organization, Use official power to
lead organization Aim to max efficiency through rational management
approach. Emphasis on aspects :a) Goal-oriented orgnzationb) The
hierarchical structurec) Concern 4 rules n discplned) High
technical procedures Organization : 1) The structure of
hierarchical orgnzation of the school headmaster 2) T hve their own
areas of expertise3) There are rules of school n academic tmtable
for compliance Accountable for its work, ensuring quality, preserve
obj. Task-oriented and less focussed on the needs of
individuals
4) Distributed Leadership Leadership act distribute in
interactive network Create spirit of cooperation (large num of
member are professional) Closely related to the concept of
effective schools n school improvement
5) Islamic Lead the organization based on the religion beliefs
Al-Quran n Hadith
Leadership Theory Trait Theory (Teori Perlakuan) Assumes people
already hve characteristic or traits,inherited traits, and specific
traits to be leader Identify what traits of effective leader is.
Set of characteristic that can be apply in all situation By study
trait : successful leader similar traitTrait Skills
Cooperative, dcision mker,not easily gve up, self-confident,
ambitiousHighly intelligence, social skills, creative,organize,
knowledgeable
Issue : no diff between leader n follower ( leader are not
leader = trait of leader n members) Trait can be learned n master
Implications : (effective teachers trait)a) Encourage mission n
spirited teacherb) +ve n realc) With-it-ness, classroom mngemnt
skilld) Teacher styleBehavioural How leader behave in the process
of leadership Can be trained or learn formally n informal
Theory X and Theory Y Represent the way a leader thinkks of
his/her staff in an organization. Theory X (-ve)a) Eg: consider the
staff, lazy, incorporate, motivated by money.b) Leader will be
autocraticc) Not give space n opportunity 4 staff to max the
ability n potential
Theory Y (+ve)a) Leader thought the staff hardworking, look work
as matter of natural, ambitious, +ve attitudes towards workb) Staff
want the resposibility bcoz bring satisfactionc) Leader lose
control even empowering them in the performnce of duties
Implications of Theory X & Y :a) X not accurate to describe
human behaviourb) Cause something less & stimulating unmet
needc) X assume the needs of the low-level determinants of human
bhaviour, Y needs of higher level.d) Involve T in decision
making,encourage integration, prcticing T abilities in
classroom.
Situation Theory Assumes that diff situation of organizational
environment requires a diff way of leadership to perceive
effectiveness Factors of effective leadership : follower, leader,
situationFiedler Contingency Theory (1967) No one best way to lead
organization Leadership style might be effective in one
situation,but rather occur in other situation Act based on
situation (contigency), n act to environment conisting of :a) The
size of organization, how leader adapt the envirnmntb) Resources n
operation in diff waysc) The notion of leader,staff,vce vrsad) Use
of tech Subj to the correspondence btween two variables ; (the
leadership style n support environment) Leader behaviour motivated
by task or relationship btween people :a) Leader-member relationsb)
Task structurec) Power position
Hersey and Blanchard Theory (!977) Leadership effectiveness
based on situation 4 leadership sytles n issues :1) Telling2)
Selling3) Participating4) Delegating Style vary match the maturity
of groups : a) Psychological confidence,ability, n safety of
members to accept the responsibilities givenb) Low maturity leader
encourage members to accept their work through persussivec) High
maturity leader facilitate n maintain good com,t8 appropriate
leadership style
Issues :-a) The appropriateness of leadership styles to be
applyb) Only discuss the relationship of leader n members, not
other issuec) Notion that man are more task-oriented leader &
women sentivive n aware
Similarities of both theory :a) No best way to lead
organization
Differences :a) Contigency broader perspective, the determinants
of leadership effectiveness (ability of leader n support
environmentb) Situation theory practiced based on environmental
(maturity of members)
Implication : a) Teacher view the issue/organization wisely by
review the current environment & determine the style of
leadership b) Build good relationship with school community
effectivec) Let the school community know their roles to enable the
situation support leadershipd) T hve authority to discipline,
suspend, appoint stud in appropriate situation
Transformation Theory Describe an ideal situation btween leaders
n followers L able to move follower to achieve goals based on
motivation, desire,expectations of both parties L make full use of
power & influence to persuade followers to bring change in
organization L provide transaction as exchange barter reward to a
job well done, Follower agree to work (acting) bcoz expecting the
reward (receive) frm org L inspired n give individual consideration
based on operation & influence the followers to shift the
attitudes to high level Key driver of org & follower work
together to achieve goals L view prob from diff perspective,consult
b4 acting, n raise awareness, concern for followers Change n
innovation in org is inevitable Lead followers to higher moral
action level The best leadership style involve transaction &
transformation, Transformation a value added to the efficiency of
the transaction n not its successor leadership Transaction
(exchange) act or effective tool to all leadership styles
(negotiation) Implication : a) Mobilize the motivation, increase
self-awareness, influence stud to achieve goalb) Relationship among
others are friendly, accurate n familiarc) Show strong comitment of
school effort to acept responsibility n accountabilityd) Stimulate
stud to accept the ideology n school visione) T be the source of
inspiration to be followedf) Demostrate concern, respect the
diversity of indu to grow n dev wellg) Have set expectation of high
achievement to stud (motivational words, practice, guidance)h)
Generate consensus, promote collaborative work, importance of
teamwork to produce the best outcome.
Moral Leadership A form of worries that motivate others through
the principles and holding the aLdmirable L not find ways to
benefit themselves but act fir the betterment of mainkind L earn
trust of the members of organization gradually n inspire loyalty to
leadership style L embeded moral way of life (exhibit ethical
value) to be followed Enable follower to act through
self-motivation, self-confidence, empowering to dev the
potentials
Leaderpship Schools & Teachers Leadership School Ability of
the leadership of school headmaster (power n control in
organization) Professional teachers, Can be seen in the context of
the management Friendly relationship & harmonious environment
Aspects :a) Planb) Conductc) Instructd) Control
Teacher Leadership A model of leadership in which teacher are
involve in T&L has the opportunity to lead Contribute expertise
to teach the stud Guide or motivate other teacher to work together
to enhance professionalism & stud achievement level Do not wait
4 order from top, clever use the opportunity to encourage T&L,
n gain support from authorities Have knowledge, skills, expertise
in subj Dedicated n motivated to perform the duties and
responsibilities The roles & responsibilities of teacher in
teacher leadership Create lesson plans, implement teaching skill
highest std by MOE Lead n assist in the curriculum n co-curiculum
task related to the field of expertise Being a resource, provide
advice, n guidance in the subj field Conduct research, explore
innovations & new discovery Perform task as directed by
District Edu Officer, Director of MOE
The Leadership Challenges Community litercy rates rising,
advance in ICT T be dynamic n able to adapt to the skills to manage
change n innovations that happen from time to time
a) Vision of Education Aim to provide direction to educational
leaders to jointly perform the role n responsibilities for
achieving goals of Vision 2020
b) Teaching & Learning of Sc and Math Use Eng language in Sc
n Math PPSMI
c) Transformation of Primary School Curriculum Integrated
Curriculum for Primary Schools (KBSR) Primary School Std Curriculum
(KSSR) Structure of content, pedagogy, time allocation, assessment,
etc
d) Malaysian Educational Blueprint (MEB) 2013-2025 11 shifts
Lack of teachers in school Class size Organization system Rappo
with school community.
CHAPTER 7 : ORGANIZATIONAL STRUCTURE OF EDUCATION MOE Vision
Generation Generator Ideal School Distinction Superior power should
be in school either in terms of academic excellence and
co-curricular or political, infrastructure, and school environment
MOE mission develop individual Potential through High Quality of
Education edu that enable to build strong community, facing the
challenges in globalization era n allign with the National
Pillar
Organizational Chart
MOE headed by Minister of Edu n have 2 Deputy Minister and
Parliamentary Secretary (Buku Merah ms 284) MOE supported by 31
section, 2 part of badan bkanun, 16 of State Educaton
Department(JPN) which under Deputy Secretary General and led by
Deputy Director General of Edu (TKPPM).
Organization Structure of MOE :1) Excecutive (Minister and
Director)2) Management ( State Director & Admin Officer)3)
Supervision ( supervisor of edu officer)4) Technical ( Headmaster
& headmaster assistant)5) Implementation ( Teachers) The
structure categorized into 4 parts admin : federal, state,
district, school
School Organization Chart Refer to School Organization Chart
(Buku merah ms 288) Headmaster been assisted by senior Assistant,
Senior Assistant of Stud Affair (HEM) & Co-curriculum.
Headmaster will also assisted by counselor. Under the 3 Sr
Assistant will be all teachers.
1) PK 1 Curriculum & administrative management Curriculum
T&L, timetables,examinations & resource centre. 4 sr subj
teacher : GKMP Eng, GKMP Social sc, GKMP technical &
vocational, GKMP sc & math Under GKMP There are Panel Head of
the subj offered at the school. Administrative personal finance,
staff dev, safety n security,school festivals, etc
2) PK 2 (HEM) Discipline, scholarship, admission list,
certificates, Text book Loan Scheme (spbt), stud welfare. Manage
Stud Info Sys (SMM), 3K Prog ( Cleanliness, Safety, n Fun),
Integrated Prog, etc
3) PK 3 Manage the dev of co-curricular affairs, Malaysian
School Sport Council (MSSC), organizing n staging sport games, etc
Manage matter related to society n school magazine.
Teachers Responsibilities & Duties Spread the knowledge
Practitioner Knowledge/Skill Value practitioner Role model Mentor
referrence expert consultant researcher Agent of Socialization
Agent of Change National Nation builders
Teacher Expectations Teacher hope @ desire to gain reward or
outcomes after the task 4 expectations :
1) Expectations on students Teaching meets the learning outcomes
& stud performance standards are at the expected level. T
expect pupils hve behavioural n perfect manners when stud mentored,
nurtured, and taught with good things.
2) Expectation on School Administrator or Manager Appreciate the
hard work and efforts (no bias n fair) Able to lead with trust,
integrity, and hard T expect superior welfare of teachers with
tolerance, understanding, caring, sensitive, kind, and fair.
3) Expectation on Parents & Community Parents and Teacher
Association (PTA) Help teacher to ensure stud success Participate
controlling stud behaviour, motivate stud, offer help n moral
support in all act Expectation on police, RELA and community to
participate in the control of stud safety of stud and school. Plan
strategy to build a bridge between parents and teacher in school
community.
4) Expectation on Self T expect they will hve many opportunities
& incentives in career path Eg : courses. T prove that the
chances of the courses & the opportunity to pursue a Doc of
Philo needed to improve the national edu system. Achieve the Key
Performance Indicator (KPI), prform duties with quality of
work.
CHAPTER 8 : DEVELOPMENT OF TEACHER PROFESSIONALISM Concept of
Lifelong LearningSeeking knwledge from cradle to the grave Islam :
anyone that is on path to seek knowledge, Allah will point the way
to face for up to heaven knowledge important in building human
being, bring people with good things. Means self-motivation towards
search & knowledge enhancement voluntary o personal needs T
must hve passion & strong ambition to cont n increase knowledge
T updte knowledge n skills to in line with changes (globalization n
ICT ) The program of Lifelong learning :a) Seminarsb) Workshopsc)
Short @ long coursesd) Engage in consultatione) Readingf)
Researchg) Project h) Field trip
Personal Learning Plan LL (lifelong learning) is a prctice that
is very accurate & teachers need to prctice in their lives. LL
can no longer limit the pursuit of knowledge across time n place
(Ict, LL requires teacher to prepare with a personal learning plan
that includes the following :
a) Learning at Home Handled by parents o tutors Supervision of a
curriculum that has been approved Allow someone to learn without be
at the class. Eg : online Learning , learning modules
b) Adult Education Learning among adults through courses or
advanced studies prog whether at college o uni Workplace : Staff
Dev Training Adult wo retired : study religion To address the prob
of illeteracy among Msia Adult volunteer to attend class held at
community hall
c) Continuing Education Similar to adult edu Focus on effort to
pursue studies at a college to earn certificate, dgree (part time o
full time) Opportunity to achieve higher edu Ways : classroom,
cd-rom, interactive course on9, on9 learning, internet
d) Knowledge Worker Focus on professional dev n career training
Knowledge n ability to analyze, design, n dev their area of
expertise. Eg : Action research
e) Self Learning Environment Learning sys that requires stud to
manage n control their own learning Stud undrstand learning goals,
own learning, n willing to interact with others Stud hve social
skills Eg: e-Learning
Reading Culture Reading Knowledge Bridge Read book, newspaper,
magazine, on9. T make reading as routine n discuss issue without
hesitation T abilty throw ideas, grasp issue shows briliant
educator, knowldgable, and insightful. Ways o strategies :a)
Allocate ime to read every day b) Bring book to anywherec) Find
quiet space n not be disturbed while readingd) Visit the book fair
n book stores to foster interest
Investigate Culture Act that effective in LL since research
allow T to think, plan, conduct surveys to read variety materials,
especially the findings of other studies, providing the quest,
analyze n write report Research allow T to have high order thinking
skill, sensitive, critical thnikig, uncover new things AR implement
to improve the quality of products n services. T enable to identify
issue n prob related to T&L, discipline n attitude, leadership,
mangement Teacher Edu Division (BPG) provide space for institution
involve in research n present it Definition AR Kemmis (1988), AR be
a form of self-reflective inquiry undertaken by participants such
as teachers n stud in a social situation such as edu, to improve
the social practices & enhance their understanding of the
practice Steps in AR :1) Identifying issue/prob2) Identify
objectives / questions3) Plan an action (model, data collection
method, data analysis)4) Implementation of action5) Collecting
data6) Analyze data7) Conclusion 8) Reflection
Importance of ARa) Improving the practice of R&D, T&L
processb) Promote collaboration with other culturec) Focus on a
study of more specific about one of the aspects of teaching thst is
also an aspect that pay attention ( study the issue n find new
approach.d) Documentation n evidence of a statement made possible
through AR (Data collection)e) AR inducing culture that make
self-reflective n open minded, able to receive n admit weaknessess,
also willing to improve n changef) AR provide opportunity to add
value of professionalism, latest approach o strategies for
improvement
Reflective Practice Practice to think @ reflect on an experience
that we experience and recognize its implication for us Help T to
balance our beliefs wih the needs of stud T evaluate n identify
strength n weaknesses Schon (1993), learning process that involves
a HOTS about practice-based learning to gain a new perspective to
renew the judgement & increases the inquiry to be an
assemblage. The importance of Reflective Practice :a) Enhance stud
n teacher manage the classroom effectivelyb) Improving the
professionalism of teachers in servicec) Ideal 4 trainee teachers
to strike a balance between their own experience with the success
of the previous (lec/ sr teacher)d) Include in AR; developing
curriculum tha led to the finding or ongoing feedback related to
the issues that arise in the school n classroom mngemente) Lec
guide n train stud teacher in the implementation of T&L
mangemnt effectively through reflectionf) Self learning for teacher
Types of Reflective Practice : Occur in situations where our
actions affect unexpected n not part of our action plan
Instant Reflective Practice ( Reflection-in-Action) While T
acting in classroom Eg: T try new action to xplore new unexpected
events in classroom Influencing the way we evaluate, think,
restructuring strategies, generate new understanding, n new ways of
looking at prob
Reflective Practice Up Action (Reflection-on-Action) Done after
an action is taken and can occur in verbal & non-verbal Quickly
realize the things that happen in classroom
Reflective Practice in Reflection ( Reflection-on-Action) Occurs
after action is taken and help teacher gain new way of performing a
task, learn new knowledge, n build theory
Ways/ Process of Reflective Teaching Reflective Journal Writing
Act that promotes reflective thinking among teachers n studs.
Writing that lead to improvement of an action Steps :1) Identifying
the prob2) Act and observe what is happening3) Determine action to
change n fix the prob More than a thought Requires rational
thinking to propel change n bring improvement (realistic)
Portfolio Management A tool to stimulate reflective thinking,
and reflections done in systematic and analytical thinking Wolf
(1996), portfolio as a collection of info about a teacher teaching
practice consists of lesson plans, stud work, n other materials
related to T&L Dev sense of responsibility towards the
achievement of the stud themselves, encourage independent learning
As evidence for T to reflect n think as teacher Allow T to
document, xplain their actions, the evidence of their
professionalism n their awareness of their actions Stud recognize
their achievement Tool to encourage stud to build knowledge n
skills to stimulate their duties in teaching
Discussion ( Budaya Musyawarah) Working with others to achieve
the same goals Increase success when collaborate together
Discussion is done to reach consensus or agreement on any action
taken Musyawarah is used to determine decision together for
excellent results. Facctors of musyawarah :a) same goalsb)
continuous n open dialoguec) make decision based on members
agreemntd) systematic actione) have reflective prctice n
feedback
Collaboration and Consultation relationship with others in
performing duties n responsibilities. Working with other to achieve
goals Importance : a) Develop knowledge, understanding,n skill to
improve quality of students learningb) Grow teacher profession c)
Solve prob in schoold) Share, try, new ideas, reflection on prctice
& dev new knowledge. Elements of effective Collaborationa)
Working relationship dev & maintain through teacher beliefb)
Working together : voluntaryc) Appreciate directly to who
involvedd) Working as a scheduled act that show status of work to
be donee) Increase skills n initiative as continuous process. Ways
teacher collaborate : a) Team teachingb) Collaboration through ICT
(Info n Com tech)c) Collaboration between
organization/institution/agencies
In-Service Training Training In Service (LDP) highlighted in Edu
Dev Master Plan (PIPP) Increasing knowldge n skills in variety
areas for 21st century Provide opportunity for teacher to
renew,improve n bring pradigm shift in their self-edu issues.
Teacher Edu Division (BPG) tasked to perform in-service training
(INSET) or In-Service Course (KDP) to teachers Short course in 3-4
days within 1 year The objectives of course : a) To expose teachers
to the latest innovations in the field od edub) Intend to meet
current demands n requirementsc) Improve the quality of teaching by
offering related courses to the issuesd) Equip teacher with the
competence to enable to create an effective learning environmente)
Inculcate Lifelong Learning in teacherf) Enable teacher to cope
with the challenges that exist in edu fieldg) Complete knowledge n
awareness of teachers on educational policies h) Enhancing teaching
profession
Authentic Learning Act-based learning in the real environment
that allows stud to focus on the knowledge n skills such as
thinking n prob solving skills Task-based act that relevant to
actual situation, across the crriculum,n provide an appropriate
level of complexity to enable them to choose their own level of
difficulty. Features :a) Stud complete task by identifying n
researching assignments that allow stud to interpret openlyb) Stud
inspect n review tasks within a certain timec) Stud are given the
opportunity to study n understand their assignmentsd) Stud
opportunity to collaborate with otherse) Integrated n implemented
across a variety of subj n cross-discipline that allowa stud to
play their rolesf) Stud feel motivated n try to solve the prob
Access Information from Multiple Sources The dev of ICT provide
changes to master variety of info. Programmes : a) Prog Adobe b)
ERIC prog c) E-learningd) E-library, E-Books, E-Journals
Ethical Code of Teaching Profession :1) principle of equality2)
principle of confidentiality3) principle of loyalty4) principle of
keterbukaan5) principle of ketekunan6) principle of mgelakkan
conflict kpentingan
Excellent Teacher (GC) Plan T&L process, implement the
process, build stud potential to high level as required by MOE Be
the reference, provide advice services, n guide teacher in the
expertise field Carry out research, produce academic writing,
explore innovation,n new ideas Guide n help in curriculum n
co-curiculum based on subj expertiseElements of Humanity in teacher
leadership practice :1) Treat all teacher as worker2) Stud as a
parents n country responsibility3) Deliver instruction in
diplomatic way4) Appreciate the follower opinion5) Give trust to
the follower6) Keep the follower welfare n safety
MOE strategies to enhance teaching profession :1) Prog
pensiswazahan guru sek ren - PGSR 2) In-service course (KDP)3) Prog
Conversion bg guru bkn opsyen4) In-house training at school or
institution5) etc