lifelong education (math)

8/8/2019 LIFELONG EDUCATION (MATH)

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Known as LLL, is the

"lifelong, lifewide, voluntary, andself-motivated"pursuit of knowledge

for either personal or professionalreasons.

As such, it not only enhances socialinclusion, active citizenship andpersonal development, but also

competitiveness and employability.

Known as LLL, is the

"lifelong, lifewide, voluntary, andself-motivated"pursuit of knowledge

for either personal or professionalreasons.

As such, it not only enhances socialinclusion, active citizenship andpersonal development, but also

competitiveness and employability.

The term recognises that

learning is not confined tochildhood or the classroom,

but takes place throughout lifeand in a range of situations.

The term recognises that

learning is not confined tochildhood or the classroom,

but takes place throughout lifeand in a range of situations.

Life-long learning is a form of

pedagogy often accomplishedthrough distance learning or e-learning, continuing education,

home schooling orcorrespondence courses.

Life-long learning is a form of

pedagogy often accomplishedthrough distance learning or e-learning, continuing education,

home schooling orcorrespondence courses.

Learning can be seen assomething that takes place on

an on-going basis from ourdaily interactions with othersand with the world around us.

Learning can be seen assomething that takes place on

an on-going basis from ourdaily interactions with othersand with the world around us.

Lifelong learning

Lifelong learning


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The need for process knowledge which will enable teachers to become

more aware of their practical theory and its implications on their

classroom action.

It is about ways other knowledge is developed and understood in the

context of a persons experience. This knowledge is derived from the

teachers awareness of himself/herself as a person, his/her own beliefs,

values and attitudes towards his/her actions and relationships with otherpeople.

The content of process knowledge are reflection, self awareness,

facilitation skills, effective communication, critical and thinking skills.

Teachers need these skills to understand themselves as educators and to

inculcate good values amongst their students.


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In-service training is concerned with the need to upgrade teacher

education to give teaching a professional status and to promote the

development of quality teaching . It also provide opportunities forteachers to grow. Teachers are able to further themselves either for

professional enrichment or professional upgrading.

The training components of in-service courses are hands-on activities,

usage of modules, practicum or field experience and assessment and

examination.

The above components reflect the emphasis on experiential learning as

a form of ensuring teachers attain relevant competencies.

Training mechanisms in providing courses for in-service teachers are

centralized training in teacher training institute, private premises,centralized training with cooperation from various agencies using State

Education Departments and centralized training in collaboration with

local and foreign.


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1. Planned professional development such as- Maths association PD,

- Ongoing professional development courses,

- In-services,2. Own school experiences3. Colleagues, visiting other schools and

classrooms, key groups4. Teacher training experiences5. Curriculum materials, textbooks, curriculum

guides6. Experiences with children7. Professional reading


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Discussion/ Result

Three factors arise as particularly significantis this analysis.

These are that; teachers professional learning is a lifelong

process starting from their own school days, relationships with significant others were

crucial for the development of theseteachers, and reflections on their teaching experiences

contributed to the teachers development.


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1. As the teachers looked back over their learningduring their careers they were able to identifysignificant events that stood out as points of growthor change for them.

2. Planned professional development activities werealso important in the growth of these teachers.

3. So,we learn that professional development is part oflifelong learning and involves:

the development of new mindsets and attitudes, the development of insight into experience, and the taking of personal responsibility for learning

about teaching.


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Colleagues are referred to as importantinfluences, who :

- share ideas,

- Model good practice,- help with planning and programming, and

- provide encouragement. Teacher

Associated with the relationship was apositive change in the teachers attitudes toinclude the ideas that maths is fun or thatthey could be successful in mathematics.


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These ongoing personal relationshipscombined with the learning that flowed fromtheir experiences in teaching provided theteachers with a powerful medium for

professional development.

It was apparent, that the teachers reflectedupon their experiences of teaching andlearning mathematics.

An important aspect of their ability to reflect ontheir experiences was the presence of acolleague, mentor or facilitator with whom todiscuss their reflections.


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Mathematics teaching is always affected by assessment. Weacknowledge that too much emphasis on examination might defeatthe real purpose of assessment.

To upgrade the mathematics performance of the Malaysian

students, it might be timely for the Malaysian Ministry of Education toput more attention on mathematics teacher quality throughpromoting its teacher professional development programmed.

Teacher professional development occurs in the context of lifelonglearning with experiences over a long period of time contributing to :

teachers knowledge of,beliefs about and,

attitudes towards mathematics teaching and learning


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LifeLife--long education is a crucial concept to promote professionallong education is a crucial concept to promote professionaldevelopment among math teacher, which of the following aredevelopment among math teacher, which of the following areexample of lifeexample of life--long education:long education:

i. A group math teacher attend a course about the new teachingmethod organized by the state education department.

ii. The ministry of education organized a course about the actionresearch for teacher who are below the age of 40 years old.

iii. En. Ashraf takes up a correspondent course to improve his

classroom management skills on his own initiative.iv. A group of math teacher voluntary get together every month to

discuss and share experience on teaching mathematics.

v. Puan Fazila pursing a basic degree course in the teaching ofmath through a distance learning program in a local universityon her own expenses.

(a) i, ii and v only(b) i, iii and iv only(c) ii, iii and iv only(d) iii, iv and v only


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BIBLIOGRAFI

Bolin, F. S. (1988). Helping student teachers think about teaching[Membantu guru pelatih berfikir mengenai pengajaran].Journal

of Teacher Education, 39 (2), 48-54.

Broadhead, P. (1976). Changing practice, feeling good: Primaryprofessional development explored [Perubahan praktik:

Meninjau perkembangan profesionalisme asas].Journal ofEducation, 25 (3).

Day, C. (1999). Developing teachers: The challenges of lifelong

learning [Perkembangan guru: Cabaran pembelajaran seumurhidup]. London:

Falmer Press.

Dewey, J. (1933). How we think: A restatement of the relation ofreflective thinking to the educative process [Bagaimana kitaberfikir: Suatu pernyataan semula tentang hubungan pemikiranreflektif kepada proses pendidikan]. Boston, MA: Heath.


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Thank you

lifelong education (math)

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