kplir
TRANSCRIPT
I
t
TABLE OF CONTENTS
Page
Foreword
Conceptual Model Of Teacher Education
Introduction
Goals
it
' U
I
2
Overall Objectives 3
Content and Time Allocation 4
Instructional Strategies 5
Supplementary Activities 6
Educational Psychology 8
Pedagogy 20
Teacher Professionalism 34
Assessment 42
Suggested Course Work 41
References 43
Panelists Of Subject Outline and SyllabusFor Post Graduate Diploma in TeachingPrimary School 50
TABLE OF CONTENTS
Appendix A : Struktur dan Komponen KPLI Sekolah RendahAmbilan 2003
Appendix B : Mata Pelajaran KPLI Sekolah Rendah Ambilan 2003
Appendix C : Kombinasi mata pelajaran Major dan Minor KPLISekolah Rendah
Appendix D : Theory of Constraint
Appendix E : Caring Intellectual
Appendix F : Terminology for Educational Studies
Page
Translation Panelists of Subject Outline and SyllabusFor Post Graduate Diploma in Teaching PrimarySchool 51
Review Panelists of Subject Outline and SyllabusFor Post Graduate Diploma in Teaching PrimarySchool 51
Appendix 52
DATO' ABU BAKAR BIN BACHIKPengarah Pendidikan GuruKementerian Pendidikan MalaysiaOktober 2002
KATA ALU-ALUAN
Kualiti pendidikan bermula dengan kualiti guru. Peningkatan kualitipendidikan guru merupakan satu usaha berterusan untuk melahirkan guruyang kreatif, berketrampilan dan berakhlak mulia. Kurikulum pendidikanguru adalah dinamik dan sentiasa diubah suai supaya guru dikemaskinikandengan ketrampilan baru, pengetahuan baru dan sikap positif sejajardengan pembentukan negara yang progresif. Pengubahsuaian kurikulummenuntut para pendidik guru membuat peranjakan minda untukmelahirkan guru permulaan yang cekap teknologi dan yakin menghadapiperubahan dan menangani cabaran persekitaran sekolah semasa.
Kursus Perguruan Lepas Ijazah (KPLI) Sekolah Rendah akan diperkenalkanmulai 3anuari 2003 untuk meiatih guru siswazah dalam bidang perguruansekolah rendah. Kurikulum i ni digubal berasaskan keperluanmengoptimumkan perkembangan kognitif kanak-kanak, keperiuanmeningkatkan ilmu pedagogi dan pengalaman berasaskan sekolah rendahserta keperluan mernupuk niiai positif dan amalan profesional di kalanganguru. Keperluan-keperluan tersebut diterjemahkan dalam kandungankurikuium latihan perguruan yang mendefinisikan bagaimana seseorangguru periu mereka bentuk pengajaran yang berkesan, mewujudkansuasana bilik darjah yang selesa, mewujudkan suasana keseronokan untukmenimba ilmu serta memupuk ciri-dri guru profesional yang disanjungtinggi oleh masyarakat. Kurikulum ini juga menuntut agar guru-guru yangmengikuti program labhan ini berketrampilan dalam penggunaankemahiran teknologi makiumat dan komunikasi (ICT).
Dengan kurikulurn ini, kami di Bahagian Pendidikan Guru percaya mutupendidikan guru dapat dipertingkatkan bersesuaian dengan keperluanpendidikan masa kini dan akan datang. Harapan kami ialah untukmelahirkan guru siswazah sekolah rendah yang berkualiti supaya segalakemahiran dan pengetahuan yang diperolehi dapat dicurahkan dengansebaik-baiknya kepada pelanggan.
r
MODEL KONSEPTUAL PENDIDIKAN GURU
Model Konseptual Guru dibina berasaskan Falsafah Pendidikan Kebangsaan (FPK) daFalsafah Pendidikan Guru (FPG) yang menekankan kepentingan tiga aspek asas iaitpengetahuan, kemahiran dan nilai yang disepadukan merentasi semua disiplin mata pelajaraserta program yang dirancangkan seperti gambar rajah di bawah:
KENDIRi
KETUHANAN
KEMASYARAKATAN
...s^ !.
. .
^r,
Model konseptual pendidikan guru mengutamakan akauntabiliti guru kepada tiga dimensiutama iaitu kendiri, kemasyarakatan dan ketuhanan. Citra ketiga-tiga dimensi ini dijelmakandalam program yang dirancangkan seperti berikut:
Ketuhanan : Menganjurkan peningkatan ilmu, penghayatan dan amalan individusebagai insan yang percaya dan patuh kepada ajaran agama.
Kemasyarakatan
Menekankan peranan guru sebagai pendidik, pemimpin dan sebagaiagen perubahan.
Kendiri
Menjurus kepada pembinaan daya ketahanan, patriotisme, pemupukanbudaya ilmu, pembentukan sahsiah dan berpekerti mulia
Selaras dengan FPK dan FPG, model i ni menggambarkan suatu usaha membina kekuatandan ketahanan diri guru berasaskan kepatuhan kepada Tuhan dan kesejahteraanbermasyarakat. Hasrat ini dapat dicapai menerusi pelaksanaan kurikulum pendidikan guruyang menyepadukan aspek-aspek pengetahuan, kemahiran ikhtisas dan amalan nilai-nilaikeguruan.Kurikulum Kursus Perguruan Lepas Ijazah (KPLI) Sekolah Rendah digubal dengan mengambilkira usaha menterjemahkan ketiga-tiga aspek iaitu pengetahuan, kemahiran dan nilai secarabersepadu yang diperjelas seperti berikut:
Pengetahuan : Merangkumi pengetahuan am dan pengetahuan dalam mata pelajaranKBSR dan KBSM serta pengetahuan ikhtisas keguruan.
Kemahiran : Merangkumi kemahiran ikhtisas yang menjurus kepada kemahiranberkomunikasi, kemahiran belajar, kemahiran berfikir, literasi komputerdan pedagogi. Pembinaan dan pengukuhan aspek "how to" denganmemberi tumpuan kepada pengintegrasian teknologi maklumat dalampelaksanaan kurikulum.
Nilai : Merujuk kepada penerapan, penghayatan dan amalan nilai-nilai murnikeguruan yang menampilkan sahsiah dan perlakuan sebagai guru yangpenyayang, berpekerti mulia, berdaya tahan, patriotik, inovatif, kreatif,berketrampilan dan berwibawa serta patuh kepada profesion perguruan.
I V
I NTRODUCTION
The Teacher Education Division continuously upgrades the ability of teachers totransform the aspirations of the National Philosophy of Education into the teaching andlearning processes envisaged by the Integrated Curriculum For Primary Schools. Thiseffort ensures quality education in schools.
I n this respect, the professionalism of teachers always needs to be enhanced so as toenable the teaching fraternity to confront the challenges emanating from the transitionfrom the industrial era to the e-learning era. To respond to this challenge, previouslyadopted strategies to produce teachers need to be reviewed from time to time so thatteachers can continue to play a meaningful and relevant role. As such, the knowledgebase of teachers has to be developed in an integrated and balanced manner inaccordance with the National Philosophy of Education. The aspect that requiresemphasis is holistic thinking in order that the management of the teaching and learningprocesses can be deployed in an integrated manner.
In line with the above requisite, the syllabus for Education Studies {KPLI (SR)} has beendesigned integratively to enable the prospective graduands to perform their duties aseffective educators. To ensure all teachers attain an overall exposure, this syllabuscontains the following three components-
1.
Educational Psychology2.
Pedagogy3.
Professionalism of Teachers
GOALS
The syllabus for Education Studies KPLI (SR) has been designed to produce efficaciousgraduate teachers who are conversant with all aspects of the knowledge world.
The components incorporated into this syllabus include educational psychology,pedagogy for primary schools and the professionalism of teachers.
The Educational Psychology component highlights the producing of teachers whounderstand child development and who are capable of developing the potential of achild. With communication and interactive skills, the teachers are capable of preparing aconducive classroom environment and a meaningful learning milieu for pupils. Apartfrom that, the teachers play the role of guides who are mindful of the needs of theirpupils. The presence of such teachers ' wilt engender a sturdy psycho-social supportsystem in schools.
The contents of the Pedagogy component have been formulated to enable teachers toplan and manage classrooms effectively. The knowledge and skills acquired enableteachers to implement and develop the curriculum besides carrying out qualityevaluation in primary schools.
The contents of the Professionalism of Teachers component have been planned toproduce teachers who possess a high degree of professional knowledge and skills, whoare resilient, authoritative and capable of facing current and future challenges.
2
Overall Objectives
The curriculum for Education Studies (Primary School) has been designed to enablestudents to:
1.
equip themselves with knowledge in psychology, psychology of education andchild development;
2.
i nculcate thinking skills of students and to identify various learning styles toi mprove learning;
3.
master and practise effective communication when helping students learn;
4.
understand and appreciate the aims of the National Philosophy of Educationand the Philosophy of Teacher Education in curriculum management anddevelopment;
5.
interpret the aims of the Integrated Curriculum For Primary Schools and toi mplement it;
6.
understand the various roles and duties of a professional teacher and practisesound educational values and attitudes to enhance professionalism
7
acquire knowledge and skills in classroom management so as to establish aconducive classroom environment for teaching and learning;
8.
apply teaching models in the teaching and learning process;
9,
carry out evaluation on teaching practices to discern the performance of pupils aswell as to improve the quality of teaching and learning;
10,
acquire skills for carrying out remedial, enrichment and inclusive educationactivities in the classroom.
3
i s
CONTENT AND TIME ALLOCATION
4
Component Hours/ Credit
1. Educational Psychology 30 2
2_ Pedagogy 45 3
3. Teacher Professionalism 30 2
Total 105 7
I NSTRUCTIONAL STRATEGIES
The following approaches and strategies will be employed to achieve the subjectsobjectives;
•
AndragogySynergogy•
•
PedagogyDiscussion•Seminar•
•
Brainstorming•
Lecture•
Socio-drama•
Project•
Role play•
Singing•
Creative movementsSelf-access•Storytelling•Discovery-Inquiry approach•
•
Tele-conferencing•
Practical Sessions- I ndividual/Group performances- Critiques of audio-visual materials- Field trips-
Exhibitions- Forum- Quiz
•
GenerativeMediative•
•
DirectiveCooperative•
•
CollaborativeMastery Learning•
5
SUPPLEMENTARY ACTIVITIES
Supplementary activities are supportive exercises to enable students to experienceinteractive and reflective learning processes. This is to encourage them to thinkcritically and creatively. The activities conducted require them to recall, explain andapply theories and concepts taught in the classroom. The supplementary activitiesconsist of project-based learning, seminar and field trip in accordance with therequirement of the curriculum
6
Component Topic/ Subtopic Activity
Educational 2.3 Motivation Discuss myths related to motivationPsychology
Pedagogy
3.2 Self-Concept
5.2 Role of teachers inguidance andcounseling
6.0 BahaviouralProblems
1.3 Classroom Routine
4.5 Strategies of teaching
Taking notes, analyzing and interpretingquotations regarding self-concept
Analyzing the Annual Guidance andCounselling Programme of a Guidanceand Counselling Unit and identify theplanned guidance activities
Students gather newspaper articlesabout pupils with behavioural problems.They are to categorize these problemsand identify the contributing factors.Students then suggest suitablebehavioural modification techniques tobe used to decrease I make extinctundesirable behaviour
Identify an effective teacher anddescribe his/her classroom routinepractice and leadership styles
Study CDCITED documents on teaching-and learning of smartpedagogy
6.5 Item Construction
8.5 AlternativeAssessment
l earning strategies of smart pedagogy tosee its application in the classroom
Use computer software Quest toformulate and analyze test items
Prepare a teaching portfolio
7
ii
Component Topic/ Subtopic Activity
Teacher
9.1 Remedial Education
9.3 Inclusive Education
7.0 Challenges to the
Smart partnership with State EducationDepartment/school to obtain informationon learning problems.Participate in remedial resourcepreparation workshop
Field trip to school with inclusiveeducation programme
Attend courses: trainer training, stressProfessionalism teaching profession management, time management etc to
enhance internal strength
COMPONENT 1:
EDUCATIONAL PSYCHOLOGY ( 2 Credits, 30 Hours)
SYNOPSIS
This component focuses on basic concepts of psychology and educational psychologyand their importance to teachers. Students will be guided to understand the principles ofgrowth and development of pupils to develop their potential to the optimum. Thestudents will also be introduced to topics on individual differences, needs, personalitiesand learning styles of children. With this knowledge students will be able to improve theeffectiveness of pupils' learning process.Students will also be equipped with effective communication skills to ensure that theyhave the ability to play the role of a guide for the pupils. In addition, the students will beequipped with skills and knowledge for identifying behavioral problems as well as formaking modifications to such behaviors.
LEARNING OUTCOMES
At the end of this component, students will be able to:
explain the basic concepts of psychology and educational psychology andtheir importance to teachers;
ii.
explain with examples the principles and characteristics of growth anddevelopment of pupils in the process of helping them expand their potential to theoptimum;
M.
identify individual differences, needs and personalities of children;
i v.
inculcate the thinking habit in pupils and discern various learning styles in orderto enhance the learning process of the pupils;
v.
clarify the basic concept and principles of guidance,
vi.
master and practise effective communication skills; and
vii.
explain the behavioral problems of pupils and apply ways to modifysuch behaviors.
8
COMPONENT I:
EDUCATIONAL PSYCHOLOGY
TOPICS AND TIME ALLOCATION
1. Concepts of Psychology and Educational Psychology 2 hours
2. Nature of Man 8 hours
3. Development of Personality and Self-Concept 3 hours
4. Thinking and Learning Styles 4 hours
5. Guidance in Education 8 hours
6. Behavioral Problems
5 hours
9
TOTAL
30 hours
l 0
KNOWLEDGE SKILLS VALUES/NOTES
1. Concepts Of PsychologyAnd EducationalPsychology (2 Hours)
1.1 Concept ofPsychology and itsImportance
1.2 Concept ofEducation
1.3 Concept ofEducationalPsychology and itsImportance
Explanation ofconcepts and theirrespectiveimportance
o Psychologyo Educationo Educational
Psychology
Strategy•
Lectures•
Group discussion•
Futuristic Studies
•
Relatingknowledge ofeducationalpsychology tomakeobservations,predictions andcontrol of pupilbehavior
2. Nature Of Man (8 Hours)
2.1 Growth and Development OfChildren (from Childhood to •
Understand StrategyAdolescence) concepts of growth •
Group discussion
•
Concept and Principlesof Growth andDevelopment
•
Factors Influencing
and development
•
Explain the ValuesGrowth and Development principles and •
Understand theories of•
Hereditary factors influencing child developmentEnvironment growth and •
Appreciate thedevelopment ofthe child(childhood toadolescence)
magnificence of God'screation
1 1
KNOWLEDGE SKILLS VALUES/NO
•
Stages Of Growth andDevelopment (from physical,cognitive, social, emotionaland moral aspects) inaccordance with theTheories of•
Jean Piaget∎ Arnold Gesell•
Robert Havighurst•
Erik Erikson•
Lawrence Kohlberg
Elucidate maincharacteristics ofthe various stagesas contained in thetheories
Strategy•
Metacognition•
Lectures•
Group discuss
Thinking SkillsGraphic organcomparing andcontrasting
Strategy
•
Ways a Teacher Can HelpPupils to Achieve OptimalDevelopment
22 Human Potential
•
Multiple Intelligences
Plan ways ateacher can helpstudents achieveoptimaldevelopment
•
Project
Strategy•
Group DiscussioConcept and Types ofMultiple Intelligences
•
Explain varioustypes of Thinking Skills
•
Ways a Teacherintelligences andways a teacher Graphic organiz
classificationApplies MultipleIntelligences in TheTeaching and Learning
applies them inteaching andlearning t
Process Thinking Skill
I
•
Emotional Intelligence (EQ) •
Explain the •
Compare and coIQ and EQ
∎ Concept of EmotionalI ntelligence
•
Daniel Goleman'sTheory
•
Ways a TeacherCan Help StudentsDevelop andManage TheirEmotionalI ntelligence
concept andcharacteristics ofemotionalintelligence (DanielColeman)
•
Identify ways ateacher can helpstudents developand manage theiremotionalintelligence
StrategyExamples of case
1 2
KNOWLEDGE SKILLS VALUES/NOTES
2.3 Motivation•
Explain conceptand types of
StrategyMetacognition
•
Concept and Types ofMotivation
•
Factors Influencing
motivation•
Describe factorsthat influence Supplementary Menu
Motivation motivation •
Discuss myths related to•
Maslow's Hierarchy •
Visualization of motivationof Needs factors that shape (refer to Travers, Elliot &
∎
Skinners's Behavioral motivational levels Kratochwill, 1993:285-Theory 286)(reinforcement)
•
Effects of Motivation onStudents•
Anxiety•
Attitude Change∎
Curiosity•
Locus of Control∎
LearnedHelplessness
•
Environment of Pupils
•
Ways a Teacher Can
•
Predict pupilbehavior basedupon theirmotivational levels
Thinking Skills•
Compare and contrastI ncrease Motivation of the effects of positivePupils and negative motivation•
Environment for on studentsTeaching and Learning
•
Cooperative andCollaborative Learning
•
Positive and NegativeReinforcement
List ways ateacher canmotivate pupils in avariety of situations Strategy
•
Implications of MotivationCooperative learning
•
Collaborative learningon the Teaching andLearning Process Values
(before, while and after •
Every individual has thethe teaching and potential to succeedlearning process)
i 3
KNOWLEDGE SKILLS, VALUESINO
2.4 Individual Differences•
Concept and Types ofI ndividual Differences(physical, cognitive, social,emotional and spiritual)
•
Discerningindividualdifferences throughobservation
Thinking Skill•
Graphic organizcomparing andcontrasting
•
Pupils at Risk•
Mixed Ability Pupils•
Culturally Diverse Pupils•
Pupils from DifferentSocial Classes
•
Differences inSocialization
•
Differences in Location:Urban versus Rural
•
Effects of IndividualDifferences
•
I mplication for Teachers
•
Relatingindividualdifferences to theteaching andl earning process
Values•
Every human b:ti~unique
3. Development OfPersonality and Self-Concept (3 Hours)
3.1 Personality•
Concept andClassification of Ability to make StrategyPersonality conceptual •
Examples of case
•
Role of Teachersi n Shaping Positive
visualization onpersonality of pupilsand give responses in Values
Personality in Pupils accordance with their •
Awareness
•
Factors Influencingpersonality
Al-Ghazali-
Soul-
Mind-
Desire
personalities. •
Concern
KNOWLEDGE
SKILLS
VALUES/NOTES
Freud-
I dEgo
- Superego
.2 Self-concept
Supplementary Menu3of
Taking notes, analyzing•
Definition and Types and interpretingSelf-concept quotations regarding•
Ways a Teacher Can self-conceptHelpto Form Positive Self-Concept
3.3 Positive and Negative
• Relating behavior of
StrategyDefence Mechanisms
pupils to types of
Contextual learningdefence mechanismsI dentify ways to helppupils form a positiveself-concept
4. Thinking And LearningStyles (4 Hours)
4.1 Thinking•
Concept of Thinking • Understand Strategyconcept and
• Generativedefinitions of types
• Collaborative•
Types of Thinking of thinking•
Lateral•
Vertical • Master types of•
Critical thinking through•
Creative simulation•
Divergent activities•
Convergent
1 4
1 5
KNOWLEDGE SKILLS VALUES/NO
•
Ways to Cultivate Pupils'Thinking Skills
4.2 Learning Styles
•
Definition and Types ofLearning Styles•
Dunn and DunnModel
•
I mplications onTeaching andLearning Process
•
Relating RightBrain t Left Brainhemispheres withcritical and creativethinking skills (SplitBrain Theory byRoger Sperry)
•
Identify waysteachers cancultivate pupils'thinking skills
•
Identifying learningstyle preferencesof students
•
List teaching andlearning activitiesi n accordance tolearning styles ofpupils
Strategy•
Generative(DI nquiry)
Values•
Every humanunique
Guidance In Education(8 Hours)
5.1 Introduction toGuidance•
Concept, Principles and •
Give operational StrategyAims of Guidance definitions for Problem solvinc
u
•
Approaches to Guidance•
Development
concept,approaches andtypes of Strategy
•
Prevention guidance •
Project•
Remedial Education•
Crisis
:KNOWLEDGE '
.Types of Guidance•
Individual•
Group
5.2 Role of Teachersi n Guidance andCounseling
5.3 Communication Interpersonal
Barriers to communication•
Physical•
Psychological•
Environmental•
Social
Implication of UsingCommunication Skills inCreating EffectiveI nterpersonal Relationships
Supplementary Menu•
Analyze an AnnualGuidance andCounseling Programmeof a Guidance andCounseling Unit in aschool and identifyplanned guidanceactivities
Planning andimplementingguidanceactivities inschools
1 6
VALUESINOTES
•
Awareness of theimportance ofinterpersonalrelationship
Strategy•
Directive•
Simulation
•
Concept
•
I nterpersonalCommunication Skills
•
Generatinganalogies onbarriers tocommunication
Thinking SkillsComparing andcontrasting
•
BuildingRelationships Strategy
∎
Paying Attention Discussion based on∎
Active Listening situational pictures•
Using AppropriateLanguage •
Applying•
Understanding Body effectiveLanguage communication
•
Giving Appropriate skillsResponses Values
1 7
r NOWLEDG ;_SKILLS VALUES/NOT
6. Behavioral Problems(6 Hours)
~'
6.1 Definition
6.2 Types of BehavioralProblems List and classify Strategy
6.3 Methods to Identify Pupilswith Behavioral Problems:•
Test-based Methods•
psychological
types ofbehavioralproblems
Ways to identify
Mediative
Thinking skills∎ diagnostic tests pupils with •
Graphic organ
•
Non-test Methods•
observation•
interview
•
Research Methods•
case studies•
document studies•
cross-sectionalstudies
•
l ongitudinal studies
6.4 Behavior Management
behavioralproblems
classification
Strategy•
Definition Simulation•
Process Futuristic Studi•
Objectives
•
I ncrease andValues
•
Empathy towarMaintenance of needs of studenDesirablebehaviours
•
Decrease andThinking skills
Graphic organizextinction of classificationundesirablebehaviors
KNOWLEDGE
Behavior ManagementTechniques
•
Reinforcement
•
Punishment
•
Behavior Extinction
•
Reverse Psychology
•
Shaping
•
Token Economy
•
Contract (oral and•
written)
•
Time-out
•
Modeling
•
Self-restraint
•
Self- management
•
Self-reinforcement
I solation
6.5 Implication on theTeaching and LearningProcess
SKILLS
•
Applying behaviormanagementtechniques
•
Predicting thebehavior of pupilswhich emanates fromthe action of teachers
•
Identify behaviormodificationtechniques suitable tothe cognitive levels ofpupils
Able to identifysuitable techniques tomaintain and increasedesirable behavior /decrease and makeextinct undesirablebehaviors on a caseby case basis
1 8
VALUES/NOTES
Strategy•
MediativeExamples of casestudies
•
Futuristic Studies
I
Supplementary Menu•
Students gathernewspaper articles aboutpupils with behavioralproblems. They are tocategorize theseproblems and identify thecontributing factors.Students then suggestsuitable behavioralmodification techniquesto be used to decrease 1make extinct undesirablebehavior
INDICATIVE READING
Beebe, S.A. & Beebe, S.J. (1996). Interpersonal Communication. Relating Others.Needham Heights, MA: Allyn & Bacon.
Dorothy, J.B. (1998). The School Counselor's Book of List. New York: Macmillan.
Harris,J.K. & Lierbert,R,M. (1987). The Child: Development from Birth ThroughAdolescence. London: Prentice-Hall Inc.
Kementerian Pendidikan Malaysia. (1996). Panduan Pelaksanaan PerkhidmatanBimbingan dan Kaunseling. Kuala Lumpur: Bahagian Sekolah.
Slavin,R.E. (1991). Educational Psychology: Theory into practice. Englewood Cliffs:Prentice-Hall, Inc.
Travers, J.F.et.al_(1993). Educational Psychology: Effective Teaching, EffectiveLearning. Madison: Brown & Benchmark.
Wooifolk,A. (2001). Educational Psychology. Boston: Allyn & Bacon.
1 9
COMPONENT 2;
PEDAGOGY (45 Hours, 3 Credits)
SYNOPSIS
This component aims to enable students to transform the aspirations of the NationalPhilosophy of Education into the process of teaching and learning in order to produceeffective learning. This component is structured to integrate pedagogical and evaluationaspects. It is expected with the mastery of knowledge, skills and values, students will beable to manage their classroom and be knowledgeable in planning and conducting theteaching and learning process effectively. The aspect of school assessment is alsostressed to enable students to plan, conduct and manage classroom assessment.
LEARNING OUTCOMES
At the end of this component, students will be able to:
i.
i nterpret their roles as class managers based on the elements oforganizational management to promote a conducive teaching and learningenvironment;
ii.
relate learning theories with classroom management, planning andimplementation of teaching;
iii.
apply various teaching models in the teaching and learning process:
i v.
implement evaluation on teaching and learning practice with the aim ofidentifying pupils performance to enhance the quality of teaching andlearning;
v.
identify various learning problems for remedial purposes;
vi.
conduct remedial and enrichment activities in the classroom, and
vii.
identify roles of teacher in inclusive education.
2 0
COMPONENT 2: PEDAGOGY
2 1
TOPICS AND TIME ALLOCATION
1. Classroom Management 4 hours
2. I nteraction and Communication in the Classroom_ 4 hours
3. Theories and Process of Learning 8 hours
4. Teaching 13 hours
5. Testing and Evaluation 4 hours
6. Basic Statistics 4 hours
7. Primary School Based Assessment 2 hours
Remedial, Enrichment and Inclusive Education 6 hours
Total : 45 hours
22
KNOWLEDGE SKILLS VALUESINOTES
Classroom Management(4 hours)
1.1. Concept of ClassroomManagement
1.2. Factors that Influence StrategiesEffective Classroom Provide conducive •
GenerativeManagement classroom environment •
Discussion
•
Physical•
Lay-out Plan•
Functions of
to promote effectiveteaching and learningprocess.
•
Brainstorming
ValuesLay out Plan
•
Social
Identify aspects of goodclassroom management •
Sensitive to thesignificance of
•
Class Rules classroomand management.Regulations Aware of the needs of
•
Sociometry mixed ability pupils in
•
Emotionalthe context ofclassroom
∎ Teacher managementLeadership
1.3. Classroom Routine
•
Concept of Routine•
Types of Routine∎ Class Routine
(non academic) Values
∎ Administrative•
Record pupils'i nventories; attendance, Aware of the
Routine academic profile, health importance of routine in
•
Pupil MovementRoutine
•
TaskManagementRoutine
and discipline
Manage classroomroutine to promotepupils' self discipline
teaching and learning
23
KNOWLEDGE SKILLS VALUES/NOTES
•
LearningRoutines (thatsupportteaching andlearning:collectingbooks,marking,distributingresources andbooks etc)
•
I nteractionRoutine (thatdeterminepatternedinteraction;when and howinteractionshould happen)
1.4. Classroom Discipline
' Concept
•
Describe and set upclassroom routines thatpromote learning
•
Identify causes ofdiscipline problems in
•
Causes of DisciplineProblems in theClassroom
•
Ways to handleDiscipline Problemsin the Classroom
•
Constructivewarning
•
Punishment∎ Prevent
misbehaviour•
Managing
the classroom
Supplementary MenuDisciplinewithout stress •
I dentify an effective
•
Practise •
Practise appropriateteacher and describehis / her classroom
appropriate procedures to enhance routine practice anddisciplinary classroom discipline leadership styles.strategies
24
KNOWLEDGE SKILLS VALUESINOTES
Z, I nteraction andCommunication in theClassroom ( 4 hours)
2.1- Classroom Interaction
2.2. Types of Interactionand their Significance
2.3. Ways to CreateEffective ClassroomInteraction
•
Create variousinteraction patterns inthe classroom
•
Create effectiveclassroom interactionin the classroom
StrategiesDiscussionSimulation
•
Directive
2.4. ClassroomCommunication•
Types ofCommunication Thinking-Skills
•
CommunicationModels
•
I nterpret definitions ofcommunication basedon models ofcommunication
•
Graphic Organizer:Conceptual
Values•
Obstacles and Aware of the needsBarriers to •
Suggest ways to of interaction inCommunication overcome barriers in i nterpersonal and
•
Ways to Createcommunication intrapersonal
developmentEffectiveCommunication in
•
Practise effectivecommunication in the Aware of the
the Classroom classroom importance ofeffectivecommunication inteaching and humanrelations.
Note•
Refer to article:classroom discourse
•
Models:Shannon andWeaver, WilburSchramm
KNOWLEDGE SKILLS VALUESINOTES
3. Theories and Process ofLearning( 8 hours)
3.1. Concept of Learning
3.2. Theories of Learning•
Behaviourist•
Cognitive•
Social•
HumanisticConstructivist
Compare and contrasttheories and thelearning process
"
StrategiesDiscussion
•
Library research
Thinking SkillsGraphic Organizer::Compare andcontrast
Values•
Aware that a strongopinion is backed ba theory,
3.3. Process of Learning•
Learning readiness•
Pattern RecognitionRelate theories andthe process of Sensitive and
(Pengamatan) learning in the concerned about•
Perceptionclassroom matters that
influence effective(Penanggapan) l earning
•
Remembering andForgetting 3.2: Focus on the
•
Transfer of principles developedLearning by the following:
3.4. Implications ofBehaviourist: SkinneCognitive: Piaget,
Theories and Process Social: Banduraof Learning in Teaching Humanistic: Carland Learning Rogers
Constructivist:Vygotsky)
25
4.
SKILLSKNOWLEDGE
Teaching(13 hours)
4.1. Concept of Teaching
4.2. Models of Teachingand its Implication onTeaching andLearning.•
Expository•
I nformationprocessing
•
I nquiry•
Project
•
Explain the concept ofteaching
•
Compare and contrastthe models of teachingand their implicationsin teaching andlearning.
VALUESINOTES
Strategies•
Directive•
Demonstration•
Self DirectedLearning
•
Source informationthrough internet
Values•
Aware of theimportance ofteaching models indetermining lessonplanning framework
Values•
Aware of the needs tomaster variousapproaches,methodologies andtechniques of effectiveteaching
26
4.3. Teaching StrategiesTeacher CenteredStudent CenteredResource Based
•
Task BasedDescribe thestrategies of teaching
4.4. Teaching Approaches•
Integration•
I nductive•
Deductive•
EclecticList down thecharacteristics of eachteaching approach.
4.5. Strategies of Teachingand Learning in smartpedagogy• Directive• Mediative Identify various• Generative teaching strategies of
smart pedagogy.• Observation• Contextual
• Metacognitive•
Field study•
Futuristic studies•
Mastery Learning•
Cooperative/Collaborative
4.6 Integration of GenericSkills in Teaching andLearning
(includingfacilitating skills)
•
Discussion•
I nquiry•
Demonstration•
Problem Solving[Theory ofConstraint (TOC)]
KNOWLEDGE
I
SKILLS
I
VALUES/NOTES
Application of genericskills:thinking skills,i nformation-communicationtechnology skills (iCT),facilitating skills, learningskills, and evaluation andassessment skills.
•
Decide on appropriatemethods andtechniques for effectiveteaching and learning.
•
Explain thecharacteristics offacilitation: questioning,sampling, scaffolding,directive, cognitivestructuring
27
Supplementary MenuRefer to CDC/TED'documents onteaching and iearnOstrategies of smartpedagogy to look intits application inclassroom .
Note•
TOC(refer to Appendix D
Major subject lecturerwill focus in detail onmethods andtechniques ofteaching, lessonplanning andmicro/macro teaching
4.7 Methods andTechniques of Teaching•
Learning throughPlay
•
Role Play•
Brainstorming•
Thematic•
I ntegration•
Story Telling•
Facilitating
28
KNOWLEDGE SKILLS VALUESINOTES
4.8 Factors affecting thechoice of Methods andTechniques of EffectiveTeaching.
Identify the factorsthat influence thechoice ofmethodologies andtechniques of effectiveteaching.
Testing and Evaluation(4 hours)
5.1 Concept ofMeasurement, Testingand Evaluation.
Aims of Testing andEvaluation
5.2 Main Characteristics ofTests
Elaborate the aims andfunctions of evaluation inteaching and learning
Identify the maincharacteristics of tests
StrategiesDirective∎ LectureExperiential LearningSelf Directedlearning
•
Learning through thei nternet
Thinking Skills5.3 Types of Testing and
Evaluation•
Graphic OrganizerCompare andContrast
•
Formative andSummative Tests Note
•
Performance andCompare and contrast:types of tests and types
Refer to primaryschool format and
` Pencil and Paper' of evaluations. test questionsTests
•
Speed andEndurance Tests
•
Norm-referenced ValuesAware of theand Criterion- importance ofreferenced Tests evaluation in theprocess of teachingand learning
KNOWLEDGE
5.4 Test Blueprint / Table ofSpecifications (JPU)•
MainCharacteristics
•
Constructing TestBlueprints
•
The Importance ofTest Blueprints
5.5 Item Construction•
Objective Items•
Subjective Items
5.6 Marking Approaches
•
Analytic Marking•
Holistic Marking
Basic Statistics(4 hours)
6.1 Graph, Ogive,Histogram, DistributionCurve, Frequency
6.2 Min, Median, Mode
6.3 Standard Deviation(non cumulative data,cumulative data)
6.4 Standard Scores:Score z and Score t
SKILLS
VALUESINOTES
• Construct Test Blueprint(apply principles of testing
I main characteristics oftests)
•
Elaborate on the steps inbuilding tests.
• State the importance oftest blueprints in itembuilding.
•
Determine test itemquality.
•
Compare and contrastsubjective and objectivetests.
•
Application of analytic andholistic/global marking
•
Master the skills oftransferring raw scoresinto graphs : histogram,polygon and ogive
•
Apply statistical formulaeto interpret scores forreport writing purposes
29
Values
Having a sense ofresponsibility andhonesty in conductitesting and evaluati
Supplementary Men
•
Use computersoftware Quest toformulate and analyitest items
Strategies•
Directive•
Module•
Self DirectedLearning
•
Self/Peer evaluation
Values•
Aware of thesignificance oftransferring data intographs for thepurpose ofi nterpretation
7 Primary School BasedAssessment (PKSR)(2 hours)
7.1 Definition
7.2 Principles
7.3 Aims
7.4 Methods of ConductingPKSR
7.5 Alternative AssessmentPortfolioPresentations lPracticalsObservation
r
6.5 Data Interpretation andReport Writing
Analyze and interpretdata for report writing
•
Use various types ofauthentic and validassessment toevaluate pupilsperformance
•
State types andcharacteristics ofportfolios
•
Use portfolio as analternative assessment
30
KNOWLEDGE
SKILLS
I
VALUESINOTES
Aware of theimportance of dataas a foundation forfollow-up activities
ResourceEXCEL or SPSSprogramme
Strategies•
I nterview primaryschool teachers onthe implementationof PKSR
•
Directive
Values•
Aware of variousauthentic alternativeevaluation methods.
Supplementary Menu
•
Prepare a teachingportfolio
• Describe importantsteps in organizing andcarrying out remedialteaching
•
Master the skills ofconducting remedialteaching
•
Acquire the skills ofpreparing remedialresource materials
31
Strategies•
Directive•
Lecture•
Generative•
Discussion
Supplementary Menu•
Smart partnershipwith StateEducationDepartment/schoolto gather informationon learningdifficulties
Note•
Remedial andenrichment activitiesneed to be related toMastery Learning
Supplementary Menu•
Participate inremedial resourcepreparationworkshop.
ValuesEmpathy towardspupils with learningdifficulties.
VALUESINOTES~KNOWLEDGE SKILLS
8 Remedial, Enrichmentand Inclusive Education(6 hours)
8.1 Remedial Education(3 hours)
• Concept, Rationaland objectives ofRemedial Education
•
Explain concept, rationaland objectives ofremedial education
• Learning Difficulties •
identify factors causing• Causes of Learning learning difficulties
•DifficultiesTypes of Learning
•
Identify types oflearning difficulties (3Rs)Difficulties (3Rs)
•Methods of •
Master the skills ofIdentifying LearningDifficulties
identifying learningdifficulties
• Role of Teachers in •
Construct inventories
∎
ConductingRemedial Teaching
conducting skills
∎ Observation•
Interpret performancerecord
•
•
remedialactivitiesresources forremedial activities
•
Construct paper andpencil tests
•
Plan daily exercises•
Conduct question andanswer sessions 1quizzes
Methods ofConductingEnrichmentActivities
8.3 Inclusive Education(2 hours)•
Concept ofI nclusive Education
•
Children withSpecial Needs
•
Roles of Teachersand ResourceTeachers
SKILLS VALUES/NOTES
•
Show difference inconcept betweeninclusive and specialeducation
•
I dentify thecharacteristics ofchildren with specialneeds
∎ Mentally retarded•
Learning DisabilitiesBehaviouralDisorders
•
Communication andHearing Impaired
•
Visual Impaired•
Spastic•
Gifted and Genius
Know the role ofteachers and resourceteachers in conductingi nclusive education
32
Values•
Aware of thesignificance ofinclusive education inthe NationalEducation System.
Supplementary MenuField trip to schoolwith inclusiveeducationprogramme
KNOWLEDGE
8.2 Enrichment
Explain concept, rationalEducation
and(2 hours)
enrichmentobjectives of
StrategiesDirective
•
Concept, Rational, • Lectureand objectives of ' Generative
I dentify various types of DiscussionEnrichment enrichment activities:Programmes• Reading
•
Types of WritingEnrichment
• ArithmeticActivities
INDICATIVE READING
Arends, R.I. (2001). Learning to teach. Boston: McGraw Hill.
Good,T.L. & Brophy,J.E. (1997). Looking into Classroom. New York: Addison- WesleyLongman,lnc
Gronlund,N.E & Linn, R.L.(1 990). Measurement and Evaluation in Teaching. NewYork: Macmillan Publishing Company.
Hadfield,J, (1992), Classroom Dynamics. Oxford: OUP.
Hopkins, C. D. & Antes, R. L. (1990). Classroom Measurement and Evaluation.ltacas:Peacock Publishers.
Joyce,B. & Weil,M.(1986). Models of Teaching. Englewood Cliffs: Prentice Hall Inc.
Robiah Sidin.(1993). Classroom Management. Kuala Lumpur: Fajar Bakti Sdn Bhd.
Sergiovanni, T.L. & Starratt,R.J. (1993). Supervision: A Redefinition. New York:McGraw-Hall International Editions.
Wragg, E.C. (1993). Primary Teaching Skills. London: Routledge.
3 3
COMPONENT 3: TEACHER PROFESIONALISM(2 Credits, 30 Hours)
SYNOPSIS
This component focuses on the role of teachers in realizing the National Philosophy ofEducation (FPK) and the Philosophy of Teacher Education(FPG). The various aspects ofteaching professionalism covered in this component aim to enable students to face andconquer various challenges in the teaching profession. Students are exposed to differentphilosophical schools of thought and to the main characteristics of the NationalPhilosophy of Education and the Philosophy of Teacher Education to enable them tounderstand the aspirations of the National Education Policy. Students need tounderstand the goals of the Primary School Integrated Curriculum (KBSR) to enablethem to organize and develop the curriculum in planning, teaching and learning in orderto meet the needs of the National Philosophy of Education. Students need exposure onprofessional skills to enable them to make decisions and take necessary actions in theteaching and learning context. Students are also expected to practise knowledge culturethrough research. The enhancement of knowledge and skills will also help in preparingthem to face various changes and future challenges in the teaching profession,
LEARNING OUTCOMES
At the end of this component, students will be able to
i.
state the needs of the National Philosophy of Education and Philosophy ofTeacher Education in the teaching service;
ii,
describe the concept of curriculum, types of curriculum and factorsthat influence development and change in the curriculum;
I l l.
interpret the needs of the Primary School Integrated Curriculum in thecontext of the National Philosophy of Education;
i v
explain the roles of teachers in implementing changes in curriculum;
v.
conceptualize teaching as a profession and identify characteristics ofprofessional teachers;
vi.
outline the various tasks and roles of professional teachers;
vii.
practise teaching values and attitudes to enhance professional qualities, and
viii. interpret the imminent challenges in the teaching profession.
f4
3 5
TOTAL 30 hours
TOPICS AND TIME ALLOCATION
Fundamentals of the National Philosophy of Education and Philosophyof Teacher Education 6 hours
2. Management and Development of Curriculum 9 hours
3. Teaching as A Profession 4 hours
4. Teachers and the World of Education 2 hours
5. Teacher Professional Skills 2 hours
6. Enhancement of Professionalism of Teachers 4 hours
7. Challenges in the Teaching Profession 3 hours
• Traditional(Perennialism,Essentialism)
•
Modern(ProgressivismReconstructionism)
1.3 Islamic Philosophy ofEducation
1.4 National Philosophy ofEducation (FPK)
1.5 Philosophy of TeacherEducation (FPG)•
Goals•
Teacher EducationConceptual Model
•
Professional Valuesof Teachers
1.6 Implications of FPK andFPG to teachers aseducators
•
Compare and contrastphilosophies ofeducation from thewestern and Islamicpoints of view.
Explain the factors thatinfluence the development ofFPK.Elaborate elements in theFPK
Describe FPG based ongoals and Teacher EducationConceptual Model.
36
Values
I nternalise FPK andFPG towards nationbuilding
•
Aware of the roles ofeducators in nationbuilding.
Thinking Skills•
Graphic OrganizerCompare and contrast
~, Fundamentals of theNational Philosophy ofEducation and Philosophyof Teacher Education(6 hours)
Y
S,.
1.1 Basic Concept ofPhilosophy of Education Explain the basic concepts of Strategies
philosophy and education in •
Discussion•
Philosophy relation to FPK •
Brainstorming•
Education •
Lecture•
Forum1.2 Western Philosophy of Debate
Education
XNOWLEDGE.`
Management andDevelopment of theCurriculum (9 hours)2.1. Concept of Curriculum
•
Concept and Typesof Curriculum
•
Models of Curriculum(Tyler, Taba,Stenhouse)
2.2. Factors that influenceDevelopment andChange in theCurriculum
2.4. Modifications in KBSRSyllabus
2.5. Role of Teachers inimplementingCurriculum
SKILLS
Discuss curriculumdevelopment based on thefollowing curriculum models -
•
Objective model (Tyler,Taba)
•
Process Model(Stenhouse)
•
Current Trends
• Describe the of curriculum•
Formal curriculum•
Hidden curriculum
•
Explain the factors thati nfluence development andchange in the curriculum
•
I ndividual•
Community andNation
•
Universal
• Analyze and interpret maincharacteristics of KBSR inthe context of FPK.
Play role as curriculumi mplementer
•
Describe the role of teachersin implementing KBSR that isappropriate with the era ofI nformation CommunicationTechnology (ICT).
•
Interpret•
Plan•
Modify•
Evaluate
37
Strategies•
Group Discussion•
Directive
Values
• I nternalise the rolthe education synation building
•
Aware of thei mportance ofcurriculum in thecontext of episte
•
I nternalise the chaof curriculum andresponsibility ofteachers inimplementing thecurriculum
• Have commitmentiOi mplement curricurelation to educationroles and innovation
Resource
•
Refer to DocumentsKBSR (Min. of Edu.
•
Surf: Min. of Edu Mawebsite,httpalwww.moe.gov
VALUESINOT
2.3. Primary SchoolI ntegrated Curriculum( KBSR)
•
Goals•
Objectives•
MainCharacteristics
•
Structure•
Components
3.1. Concepts ofProfessional and Non-professional
3.2. Code of Ethics of theMalaysian TeachingProfession
• Study professional and non-professional concepts andits relation to the teachingprofession
Compare and contrastprofessional and non-professional characteristicsof teaching career
Study and discuss thecharacteristics and qualitiesof professional teachers
Study and analyze the codeof ethics of the MalaysianTeaching Profession
•
Relate the code of ethicsand accountability toteachers' task in school
Analyze the roles andresponsibilities of teachersas
Effective provider ofknowledge, skills andvalues.Educator in the teachingcareerAgent of socialization andchange in community
38
Strategies•
Discussion•
Examples of cases•
Collaborative learning
Values•
I nternalise and valueknowledge
•
Virtue•
Sensitive to change andready for changes
•
I nternalise the code ofethics and strive tobecome an excellentteacher
•
Appreciate, love and befully committed to theteaching profession
Thinking Skills
•
Graphic OrganizerCompare and contrast
Strategies
Group Discussion/BuzzSession (based oncurrent issues)
•
Workshop•
Brainstorming•
Examples of cases•
Simulation activities
3. Teaching as A Profession(4 hours)
The Teacher and theWorld of Education(2 hours)
•
KnowledgePractitioner
•
Skill Practitioner•
Value Inculcator•
Educator(Educare IEducere)
•
SocializationAgent
3.3. Teacher Accountabilitytowards:
School•
Behaviour•
Pupil•
Profession•
Community
39
h
~-
K WLED SKILLS AI'UESINOTr,,
•
Change Agent Consultant and mentor to
•
Community pupils in classroomManager, planner,innovator implementer and researcher
•
Nation-Builder who can contribute new Values
•
Knowledge ideas in teaching and •
Uphold knowledglearning. •
DiligentDisseminator Role model and patriotic to •
Cooperative•
Caring the nation a
I ntellectual •
Internalise the wo•
Consultant education and act
•
Mentorline with nationaldevelopment
•
Manager•
Researcher•
Patriot
Professional Skills(2 hours)
StrategiesSkills•
Learning Master professional skills in•
Group discussionSimulation
•
Thinking learning and thinking Tele-conference
•
Planning•
E-learning
•
Facilitating• Master skills of interacting Values
•
Communicating Master skills of managing•
Enhance commitmenttowards profession
•
Managing•
Managing ICT
ICT.
Act as information collectorSupplementary Menu:
•
Attend courses on•
Researching and and idea generator Learning SkillsAcquiringI nformation 1 Thinking SkillsKnowledge Graphic OrganizerActivist and Categorizing ProfessoKnowledge SkillsGenerator
and skills
Carry out action research•
Reflect and take action to improveteaching effectiveness
•
Reflection on actionReflection in action
•
Reflection for action
•
Discuss and study currentissues in education
•
Practise the characteristicsof teachers who can facecurrent and future challenges
•
Commitment•
Vision•
Global view
40
StrategiesGroup discussion
•
I ntellectual discourse:seminar, forum, debateWorkshop
•
Action research
Values•
Aware of theimportance to enhanceteachingprofessionalism infacing challenges andchanges
•
Sensitive to currentchallenges anddevelopment ineducation
•
Prioritize knowledge•
Collaborate
Thinking Skills•
Self Reflection
Strategies•
Futuristic studies•
I ntellectual discourse:seminar, forum,workshop
•
Internet surfing fori nformation.
Practise knowledge culture.
'Enhance teaching knowledge
I NDICATIVE READING
Day, C. (1999). Developing Teachers: the challenges of life long learning. London: FalmerPress.
Ornstein,A. C. & Hunkins, F. P. (1998). Curriculum Foundations, Principles and Issues.Boston: Allyn and Bacon.
Ozrnon, H. & Craver,S.M. (1992). Philosophical Foundations of Education. London:Prentice-Hall, Inc_
Pusat Perkembangan Kurikulum>(2001). Falsafah Pendidikan Kebangsaan, Matlamat danMisi. Kuala Lumpur: Kementerian Pendidikan Malaysia.
Schon,D. (1983). Educating the Reflective Practitioner. San Franscisco: Jossey-Bass.
•
Plan professionaldevelopment based oncurrent trends to face futurechallenges
ValuesI nternalize andappreciate knoSensitive to chapeducation and Itechnology
Supplementary Menu•
Attend courses: ttraining, stressmanagement, timemanagement etc,enhance internalstrength
Changes in•
OptimisticKnowledgeable •
Education:∎ Smart school
AdaptableSkillful in
•
Globalization ofeducation
educationaltechnology
ASSESSMENT
Students' performance is based upon college-based coursework and acentralized examination. Evaluation is based on 50% course work and 50%examination.
SUGGESTED COURSE WORK
Below is the suggested course work guideline
4 2
Component Task Percentage
EducationalPsychology andPedagogy
) Folio(groups of 3 or 4)
(a) Produce one Folio on classroommanagement
(b) Based on the folio, discuss how
10
classroom management takesinto consideration the aspects ofintellectual, physical, social andemotional development inconducting teaching andlearning
Reflect the outcome of thediscussion in the form of a shortessay not exceeding 1000words.
(c) Presentation of outcome usinginformation and communication
20
technology (ICT) 10
Teacher 2) Journal WritingProfessionalism (Individual)
Choose one teaching and learningproblem that you have encounteredduring Practicum Phase 1.
Submit a journal report on thestated problem, describing the waysyou have taken to overcome theproblem.Your report should not be more than500 words
10
TEXT
Abd. Halim Hj. Hassan (1994). Komunikasi Dalam Pengurusan Pendidikan.Kuala Lumpur: Delmu ( Malaysia) Sdn. Bhd.
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Baird, B.N. (1999). The Internship, Practicum and Field Placement Handbook.New Jersey: Prentice Hall
Beder, S. (1993). The Nature of Sustainable Development.Australia: Scribe Publication.
Beebe,S.A. & Beebe,S.J. (1996). Interpersonal Communication. Relating Others.Needham: MA: Allyn & Bacon.
Bono, E. de. (1990). Six Thinking Hats. London: Penguin Books Ltd.
4 3
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Craft, A. (1996). Continuing Professional Development. London: RoutledgePublishing Co.
Dalton, J. (1989). Adventures in Thinking and Co-operation Talk in Small Group.Melbourne: Thomas Nelson Australia.
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I
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http:/ /www. ihhp.com
http:llwww. fathom.comlfks/cataloq/feature.jhtmI
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•
http: // ivs.uidaho.edu/mod/models/gardner/index.html
http:I/tip,psychology.orq/bruner.thml
http: //www.nwrel.orq/scpd/sirs/6/cull,html
49
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49
PANELISTS OF SUBJECT OUTLINE AND SYALLABUS FOR POST GRADUATEDIPLOMA IN TEACHING PRIMARY SCHOOL 2003
NO.
NAME
1.
Dr. Maznah Binti Abdul Samad (Co-ordinator)Curriculum UnitBahagian Pendidikan GuruKuala Lumpur
2.
Dr. Jamaliah Binti AhmadI nstitut Bahasa Melayu MalaysiaKuala Lumpur
3.
Dr. Bustam Bin KamriI nstitut Bahasa Melayu MalaysiaKuala Lumpur
4.
Mr. Fun Foo YingMaktab Perguruan Perempuan MelayuMelaka
5.
Dr. Boon Pong YingI nstitut Perguruan Bahasa-BahasaAntarabangsaKuala Lumpur
6,
Ms. Hjh Nas Bt. MamatMaktab Perguruan Kuala TerengganuKuala Terengganu
7.
Ms. Aziza binti MahbobMaktab Perguruan Ilmu KhasKuala Lumpur
50
QUALIFICATIONS
Diploma in Guidance andCounselling ; B.A.(Hons)History; ;MEd (Guidance &Counselling); PhD (Education)Lecturer in Education Studiesfor 10 years;
MEd (Psychology); PhD (EarlyChildhood Education)Lecturer in Education Studiesfor 11 years
B.A.(Hons) Malay Studies; MEd( Early Childhood Education);PhD ( Early ChildhoodEducation Planning)Lecturer in Education Studiesfor 12 years
B.A (Hons) Geography; MEd(Pedagogy)Lecturer in Education Studiesfor 16 years
B.A(Hons), MEd(Testing andEvaluation), PhD(Testing andTesting)Lecturer in Education Studiesfor 17 years
B.A.(Hons) History; MEdEducational Administration)Lecturer in Education Studiesfor 18 years
B_Ed (Guidance & Counselling);MA (Human ResourceDevelopment);School Counselor for 5 years;Lecturer in Education Studiesfor 12 years
NO.
NAME
8. Mr. Gurdev Singh MalhiMaktab Perguruan IpohHulu Kinta, Ipoh
9. Mr. Mohd Nazri Bin Wan SenikI nstitut Perguruan Darul AmanJitra, Kedah Darul Aman
10.
Mr. Nordin bin TahirMaktab Perguruan PerlisKangar, Perlis
No
NAME
1.
Dr. Maznah Abd. Samad (Co-ordinator)Curriculum UnitTeacher Education Division
2.
Ms. Sharifah Fakhriah Binti Syed Ahmad(Chairman)Maktab Perguruan Kuala Trengganu,Trengganu
3.
Mr. Hong Kim GuanMaktab Perguruan PersekutuanPulau Pinang
4. Ms. Nik Noriah Binti Nik IbrahimMaktab Perguruan Kota BharuPengkalan Chepa,Kelantan
51
QUALIFICATIONS
B.A.(Hons) Malay Studies inEducation; MEd( Education)Lecturer in Education Studiesfor 16 years
B.A.(Hons) History &Geography; M. Sc (EducationalPsychology)Lecturer in Education Studiesfor 14 years
B.A. (Hons) History; MEd( Educational Management)Lecturer in Education Studiesfor 8 years
TRANSLATION PANELISTS OF SUBJECT OUTLINE AND SYLLABUS FOR POSTGRADUATE DIPLOMA IN TEACHING PRIMARY SCHOOL 2003
QUALIFICATIONS
Diploma in Guidance andCounselling ; B.A.(Hons)History; MEd (Guidance &Counselling); PhD (Education)Lecturer in Education Studiesfor 10 years;
B.A.(Hons) Literature; MEdLecturer in Education Studiesfor 16 years
B.A in Education(Hons)Geography; LLB( Hons) ;Lecturer in Education Studiesfor 17 years
B.Soc Sc(Hons) Sociology;Lecturer in Education Studiesfor 16 years
REVIEW PANELISTS OF SUBJECT OUTLINE AND SYLLABUS FOR POST-GRADUATE DIPLOMA IN TEACHING PRIMARY SCHOOL 2003
NO.
NAME
Dr. Maznah Abd Samad (Co-ordinator)1.
Curriculum UnitTeacher Education Division
2. Mr Lee Hah (Chairman)Maktab Perguruan IpohHuiu Kinta, Ipoh
3.
Ms. Gomathi NaiduMaktab Perguruan TeknikKuala Lumpur
4.
Mr. Krishnan AIL NarayanaMaktab Perguruan Raja MelewarSeremban
5.
Ms Aziza MahbobMaktab Perguruan limu KhasCheras, Kuala Lumpur
6.
Dr. Boon Pong YingI nstitut Perguruan Bahasa-BahasaAntarabangsa, Kuala Lumpur
52
QUALIFICATIONS
Diploma in Guidance andCounselling ; B.A.(Hons)History; MEd (Guidance &Counselling); PhD (Education)Lecturer in Education Studiesfor 10 years;
B.Sc Ed; MEd (SistemPenguasaan Maklumat dalamPendidikan)Lecturer in Education Studiesfor 16 years
B.Sc. (lions) Genetics; MEdCurriculum and Instruction)Lecturer in Education Studiesfor 12 years
B.A. (Hons) Indonesian &Malay Studies; MEd(Psychology)Lecturer in Education Studiesfor 12 years
B.Ed (Guidance & Counselling);MA (Human ResourceDevelopment);School Counselor for 5 years;Lecturer in Education Studiesfor 12 years
B.A(Hons), MEd(Testing andEvaluation), PhD(Testing andTesting)Lecturer in EducationStudies for 17 years
STRUKTUR DAN KOMPONENKURSUS PERGURUAN LEPAS IJAZAH ( KPLI ) SEKOLAH RENDAH
MULAI AMBILAN 2003
•
Pengurusan kokurikulum•
Unit Berumform•
Sukan
LAMPIRAN A
NOTA1. Program KPLI sekolah rendah dikendalikan dalam tempoh 39 minggu yang merangkumi 1 minggu
pengurusan pelajar baru dan Bina Insan Guru, 24 minggu interaksi kuliah , 12 minggu praktikum, 1minggu refleksi dan 1 minggu peperiksaan.
2. Praktikum dikendalikan dalam 2 fasa. Fasa 1 selama 4 minggu dijalankan sebelum cuti semester.Fasa 2 bermula pada minggu ke-26 sehingga minggu ke - 33 selama 8 minggu_
3. Sebanyak 10 hari diagihkan untuk lawatan pengalaman berasaskan sekolah sebelumpraktikum fasa 1
4. Unsur Bina Insan Guru selama 3 hari, 2 malam diterapkan dalam Pendidikan Jasmani.5. Ca ( on IPTA tempatan dibenarkan pindah kredit Tamadun I slam.6. Kandungan Pengurusan Sumber merangkumi 3 bidang pembelajaran iaitu Teknologi Maklumat &
Komunikasi, Teknologi Pendidikan dan Sains Perpustakaan.7. Pengiraan Kredit
•
I kredit kuliah = 15 jam i nteraksi•
1 kredit amali kokurikulum = 45 jam•
1 kredit prakt i kum = 2 minggu
JVT4fah ~D)
:..., 3., htt
it
JUMLAH KREDIT 35 kredit(E) 12 M
( 6 kredit )
J1 I MLAH KREDIT KESELURUHAN 41 kredit
KOMPONEN MATA PELAJARAN _ JUItiILAH'
( A) PENGAJIAN 1. Bahasa Melayu Komunikasi 1 kreditASAS 2. Pengurusan Sumber 2 kredit
_
3. Tamadun I slam 1 kredit' -
4. Pendidikan Islam atau Pendidikan Moral 1 kredit5. Pendidikan Negara Bangsa Malaysia I kredit6. Pendidikan Alam Sekitar 1 kredit7_ Muzik Dalam Pengajaran dan Pembelajaran 1 kredit8. Pendidikan Jasmani 1 kredit
ur ( ..J. Al kre(J K(B) PENGAJIAN
PROFESIONAL 9 llmu Pendidikan 7 kredit
uttildtt.{B}, .( C PENGAJIAN
KURIKULUM 10.
Major 8 kreditPERSEKOLAHAN
11
Minor 1 4 kred t
1
Minor 2 4 kreditJur iah tC) )
{ d '
(D) KOKURIKULUM 13, Kokurikulum
MATA PELAJARANKURSUS PERGURUAN LEPAS IJAZAH (KPLI) SEKOLAH RENDAH
LAMPIRAN B
PENGAJEAN PROFESIONAL
1.
Ilmu Pendidikan
•
Psikologi Pendidikan•
Pedagogi•
Profesionalisme Guru
PENGAJIAN KURIKULUM PERSEKOLAHAN ( MAJOR)
1,2.
Pengajian Bahasa Inggeris
Pengajian Agama I slam3.4.
Pengajian MatematikPengajian Sains
PENGAJIAN KURIKULUM PERSEKOLAHAN (MINOR)
KUMPULAN SAINS DAN TEKNOLOGI1. Matematik 3. Kemahiran Hidup2. Sains 4. Pendidikan Jasmani
KUMPULAN BAHASA DAN KUMPULAN SAINS SOSIALBahasa Inggeris 4. Pendidikan Moral
2. Bahasa Arab 5. Pendidikan Seni Visual3. Kajian Tempatan
PENGAJIAN ASAS
1. Bahasa Melayu Komunikasi 5. Pendidikan Alam Sekitar
2. Pengurusan Sumber 6. Muzik Dalam Pengajaran clanPembelajaran
3. Tamadun Islam 7. Pendidikan Jasmani Asas4. Pendidikan Negara Bangsa $, Pendidikan Islam atau Pendidikan
Moral
KURSUS PERGURUAN LEPAS IJAZAH (KPLI) SEKOLAH RENDAHKOMBINASI MAJOR DAN MINOR
LAMPIRAN c
MAJOR
., -Kumputan
MINOR 2 (pilih satu )Ku
~ Bahmnadan~&aks S os ial
Bahmoa\ng g ehm ° Matematik • KakanTempatan° Saina • Pendidikan Mom!° KanmaNranHidup ° Pendidikan Seni Visual~ Pend iUikonJasnnan j
Agama i
~ Matematik ° Bahasa Arabslam
!
° Bmino° KernmhnanHidup
\
~ Pend i dikmnJasnmmni
Matematik
i
° K emmNnanH idup ° Bahasa\n ggohs/.
° PmndicUkanJ asrnani
~Sqins
° Kemahiran Hidup ° Bahaya\ng9 ehs.!
° PendidikonJoon1ani
ENGLISH LANGUAGEaimacceptable behaviouraccountabilityachievementadolescentapproachassumptionattentionattitudeawarebasic needsbeginning teachersbehaviour/charactercharacteristicsclarifyclassroom interactioncommitmentcompensatory educationcompetencyconflictconcernconsolidationcorrectioncurrent education systemdepressdescribedevelopmentdrive
•
educationeducational valueseffectemotional needs
TERMINOLOGY FOR EDUCATIONAL STUDIES(ENGLISH LANGUAGE - MALAY LANGUAGE)
MALAY LANGUAGEtujuantingkah laku yang diterimaakauntabilitipencapaianremajapendekatanandaianperhatian/tumpuansikappekakeperluan asasguru permulaantingkah lakuciri-cirimenjelaskaninteraksi bilik darjahiltizampendidikan imbuhanberketrampilankonflik/sengketakepekaan/keprihatinanpengukuhanpembetulansistem pendidikan semasamurungmenghuraikanperkembangandesakanpendidikannilai-nilai keguruankesankeperluan emosi
APPENDIX F
ENGLISH LANGUAGEenvironmentesthetic valuesevaluationexperiential learningexperienceexpositionextra-tutoringextrinsic stimulusfacilitator of learningfieldfrequencyfuturistic studiesgenerategesturehabithonestinculcationi ndividual differencesi nfluenceidentifyimplementationimprove/increase/enhance/upgradingi nherenti n lineintegration/holisticinternaliseinter-relatedinsightinquiry discoverylearninglearning readinessless fortunatelife long learning
MALAY LANGUAGEpersekitarannilai-nilai estetikapenilaianpembelajaran melalui pengalamanpengalamanpendedahanpengajaran tambahanrangsangan ekstrinsikpemudahcara pembelajaranbidangkekerapankajian masa depanmenjanagerak isyaratkebiasaan/tabiatjujurpenerapanperbezaan individupengaruhkenal pastipelaksanaanmeningkatkansebatiselarasbersepadu dan menyeluruhmenghayatisating berkaitancelik akalinkuiri penemuanpembelajarankesediaan belajarkurang beruntungbelajar sepanjang hayat
r
s
1
ENGLISH LANGUAGElearning difficultiesli nklow motivatedmanaging classroommaterialsmeaningmeasurementmentormoral practicesmutual respectNational Philosophy of Educationnature of manneedsobstructing factoropportunitypattern recognitionperceptionperformancePhilosophy of Teacher Educationplanningpractiseproblematic childrenpupilquestionaireratingreasoningracerelevant authoritiesreduplicationreinforcementremedial teachingremembering and forgettingrestrictive culture
MALAY LANGUAGEmasalah pembelajaranhubungkaitkanbermotivasi rendahmengurus bilik darjahbahan bantu mengajarmakna/pengertian/takrifanpengukuranpembimbingamalan nitai-nilai murnihormat menghormatiFalsafah Pendidikan Kebangsaanfitrah manusiakeperluanfaktor penghalangpeluangpengamatanpenanggapanprestasiFalsafah Pendidikan Gurumerancangamalmurid bermasalahmuridsoal selidikpemeringkatantaakulanraspihak-pihak tertentupenggandaanpengukuhanpengajaran pemulihani ngatan dan lupaanbudaya tersekat
ENGLISH LANGUAGEscrutinisedpeerSchool Orientation Programmeself-conceptself-disciplineself-awarenessself-paced-learningset inductionskillssocial interactionsequencesincerestudentstudent teacherstrengthensetsocio-dramasupplementary menutask/assignmentteaching and learningtenetsTest Blue Print/Table of Specificationti me allocationtestingtraining packageunderstandultimate aimuprightvalidvalidityvaluevirtue
MALAYLANGUAGEpenelitiansebayaRancangan Orientasi Sekolahkonsep kendiridisiplin kendirikesedaran kendiripembefajaran arah kendiriinduksi setkemahiraninteraksi sosialurutaniklaspelajar sekolah menengahguru pelatihperkukuhguballakonanmenu sampingantugasanpengajaran clan pembelajaranBerasaskan prinsip/kepercayaanfteoriJadual Penentu Ujianperuntukanmasapengujianpukal latihanfahamtujuan muktamadluhursahkesahannilaisifat murni