Untitled [PDF]

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TABLE OF CONTENTS Page Foreword

it

Conceptual Model Of Teacher Education

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Introduction

I

Goals

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 Syllabus For Post Graduate Diploma in Teaching Primary School

50

TABLE OF CONTENTS Page

Translation Panelists of Subject Outline and Syllabus For Post Graduate Diploma in Teaching Primary School

51

Review Panelists of Subject Outline and Syllabus For Post Graduate Diploma in Teaching Primary School

51

Appendix

52

Appendix A : Struktur dan Komponen KPLI Sekolah Rendah Ambilan 2003 Appendix B : Mata Pelajaran KPLI Sekolah Rendah Ambilan 2003 Appendix C : Kombinasi mata pelajaran Major dan Minor KPLI Sekolah Rendah Appendix D : Theory of Constraint Appendix E : Caring Intellectual Appendix F : Terminology for Educational Studies

KATA ALU-ALUAN Kualiti pendidikan bermula dengan kualiti guru. Peningkatan kualiti pendidikan guru merupakan satu usaha berterusan untuk melahirkan guru yang kreatif, berketrampilan dan berakhlak mulia. Kurikulum pendidikan guru adalah dinamik dan sentiasa diubah suai supaya guru dikemaskinikan dengan ketrampilan baru, pengetahuan baru dan sikap positif sejajar dengan pembentukan negara yang progresif. Pengubahsuaian kurikulum menuntut para pendidik guru membuat peranjakan minda untuk melahirkan guru permulaan yang cekap teknologi dan yakin menghadapi perubahan dan menangani cabaran persekitaran sekolah semasa. Kursus Perguruan Lepas Ijazah (KPLI) Sekolah Rendah akan diperkenalkan mulai 3anuari 2003 untuk meiatih guru siswazah dalam bidang perguruan sekolah rendah. Kurikulum i ni digubal berasaskan keperluan mengoptimumkan perkembangan kognitif kanak-kanak, keperiuan meningkatkan ilmu pedagogi dan pengalaman berasaskan sekolah rendah serta keperluan mernupuk niiai positif dan amalan profesional di kalangan guru. Keperluan-keperluan tersebut diterjemahkan dalam kandungan kurikuium latihan perguruan yang mendefinisikan bagaimana seseorang guru periu mereka bentuk pengajaran yang berkesan, mewujudkan suasana bilik darjah yang selesa, mewujudkan suasana keseronokan untuk menimba ilmu serta memupuk ciri-dri guru profesional yang disanjung tinggi oleh masyarakat. Kurikulum ini juga menuntut agar guru-guru yang mengikuti program labhan ini berketrampilan dalam penggunaan kemahiran teknologi makiumat dan komunikasi (ICT). Dengan kurikulurn ini, kami di Bahagian Pendidikan Guru percaya mutu pendidikan guru dapat dipertingkatkan bersesuaian dengan keperluan pendidikan masa kini dan akan datang. Harapan kami ialah untuk melahirkan guru siswazah sekolah rendah yang berkualiti supaya segala kemahiran dan pengetahuan yang diperolehi dapat dicurahkan dengan sebaik-baiknya kepada pelanggan.

r DATO' ABU BAKAR BIN BACHIK Pengarah Pendidikan Guru Kementerian Pendidikan Malaysia Oktober 2002



MODEL KONSEPTUAL PENDIDIKAN GURU Model Konseptual Guru dibina berasaskan Falsafah Pendidikan Kebangsaan (FPK) da Falsafah Pendidikan Guru (FPG) yang menekankan kepentingan tiga aspek asas iait pengetahuan, kemahiran dan nilai yang disepadukan merentasi semua disiplin mata pelajara serta program yang dirancangkan seperti gambar rajah di bawah:

KETUHANAN

KENDIRi

KEMASYARAKATAN ...s^

!.

..

^r,

Model konseptual pendidikan guru mengutamakan akauntabiliti guru kepada tiga dimensi utama iaitu kendiri, kemasyarakatan dan ketuhanan. Citra ketiga-tiga dimensi ini dijelmakan dalam program yang dirancangkan seperti berikut: Ketuhanan : Kemasyarakatan Kendiri

Menganjurkan peningkatan ilmu, penghayatan dan amalan individu sebagai insan yang percaya dan patuh kepada ajaran agama. Menekankan peranan guru sebagai pendidik, pemimpin dan sebagai agen perubahan.

Menjurus kepada pembinaan daya ketahanan, patriotisme, pemupukan budaya ilmu, pembentukan sahsiah dan berpekerti mulia

Selaras dengan FPK dan FPG, model ini menggambarkan suatu usaha membina kekuatan dan ketahanan diri guru berasaskan kepatuhan kepada Tuhan dan kesejahteraan bermasyarakat. Hasrat ini dapat dicapai menerusi pelaksanaan kurikulum pendidikan guru yang menyepadukan aspek-aspek pengetahuan, kemahiran ikhtisas dan amalan nilai-nilai keguruan. Kurikulum Kursus Perguruan Lepas Ijazah (KPLI) Sekolah Rendah digubal dengan mengambil kira usaha menterjemahkan ketiga-tiga aspek iaitu pengetahuan, kemahiran dan nilai secara bersepadu yang diperjelas seperti berikut: Pengetahuan : Kemahiran :

Nilai :

Merangkumi pengetahuan am dan pengetahuan dalam mata pelajaran KBSR dan KBSM serta pengetahuan ikhtisas keguruan.

Merangkumi kemahiran ikhtisas yang menjurus kepada kemahiran berkomunikasi, kemahiran belajar, kemahiran berfikir, literasi komputer dan pedagogi. Pembinaan dan pengukuhan aspek "how to" dengan memberi tumpuan kepada pengintegrasian teknologi maklumat dalam pelaksanaan kurikulum. Merujuk kepada penerapan, penghayatan dan amalan nilai-nilai murni keguruan yang menampilkan sahsiah dan perlakuan sebagai guru yang penyayang, berpekerti mulia, berdaya tahan, patriotik, inovatif, kreatif, berketrampilan dan berwibawa serta patuh kepada profesion perguruan.

IV



I NTRODUCTION The Teacher Education Division continuously upgrades the ability of teachers to transform the aspirations of the National Philosophy of Education into the teaching and l earning processes envisaged by the Integrated Curriculum For Primary Schools. This effort ensures quality education in schools.

I n this respect, the professionalism of teachers always needs to be enhanced so as to enable the teaching fraternity to confront the challenges emanating from the transition from the industrial era to the e-learning era. To respond to this challenge, previously adopted strategies to produce teachers need to be reviewed from time to time so that teachers can continue to play a meaningful and relevant role. As such, the knowledge base of teachers has to be developed in an integrated and balanced manner in accordance with the National Philosophy of Education. The aspect that requires emphasis is holistic thinking in order that the management of the teaching and learning processes can be deployed in an integrated manner. I n line with the above requisite, the syllabus for Education Studies {KPLI (SR)} has been designed integratively to enable the prospective graduands to perform their duties as effective educators. To ensure all teachers attain an overall exposure, this syllabus contains the following three components1. 2. 3.

Educational Psychology Pedagogy Professionalism of Teachers

GOALS The syllabus for Education Studies KPLI (SR) has been designed to produce efficacious graduate 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 who understand child development and who are capable of developing the potential of a child. With communication and interactive skills, the teachers are capable of preparing a conducive classroom environment and a meaningful learning milieu for pupils. Apart from that, the teachers play the role of guides who are mindful of the needs of their pupils. The presence of such teachers ' wilt engender a sturdy psycho-social support system in schools. The contents of the Pedagogy component have been formulated to enable teachers to plan and manage classrooms effectively. The knowledge and skills acquired enable teachers to implement and develop the curriculum besides carrying out quality evaluation in primary schools. The contents of the Professionalism of Teachers component have been planned to produce teachers who possess a high degree of professional knowledge and skills, who are resilient, authoritative and capable of facing current and future challenges.

2



Overall Objectives The curriculum for Education Studies (Primary School) has been designed to enable students to: 1. 2.

equip themselves with knowledge in psychology, psychology of education and child development; i nculcate thinking skills of students and to identify various learning styles to i mprove learning;

3.

master and practise effective communication when helping students learn;

4.

understand and appreciate the aims of the National Philosophy of Education and the Philosophy of Teacher Education in curriculum management and development;

5. 6. 7

interpret the aims of the Integrated Curriculum For Primary Schools and to i mplement it;

understand the various roles and duties of a professional teacher and practise sound educational values and attitudes to enhance professionalism acquire knowledge and skills in classroom management so as to establish a conducive 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 as well as to improve the quality of teaching and learning;

10,

acquire skills for carrying out remedial, enrichment and inclusive activities in the classroom.

3

education

CONTENT AND TIME ALLOCATION

Component

Hours/

Credit

30

2

2_ Pedagogy

45

3

3.

30

2

105

7

1.

Educational Psychology

Teacher Professionalism Total

is

4



I NSTRUCTIONAL STRATEGIES The following approaches and strategies will be employed to achieve the subjects objectives; • Andragogy Synergogy • • Pedagogy Discussion • Seminar • • Brainstorming • Lecture • Socio-drama • Project • Role play • Singing • Creative movements Self-access • Storytelling • Discovery-Inquiry approach • • Tele-conferencing • Practical Sessions I ndividual/Group performances Critiques of audio-visual materials Field trips Exhibitions Forum Quiz • Generative Mediative • • Directive Cooperative • • Collaborative Mastery Learning •

5

SUPPLEMENTARY ACTIVITIES Supplementary activities are supportive exercises to enable students to experience interactive and reflective learning processes. This is to encourage them to think critically and creatively. The activities conducted require them to recall, explain and apply theories and concepts taught in the classroom. The supplementary activities consist of project-based learning, seminar and field trip in accordance with the requirement of the curriculum

Component Educational Psychology

Pedagogy

Topic/ Subtopic 2.3

Activity

Motivation

Discuss myths related to motivation

3.2 Self-Concept

Taking notes, analyzing and interpreting quotations regarding self-concept

5.2 Role of teachers in guidance and counseling

Analyzing the Annual Guidance and Counselling Programme of a Guidance and Counselling Unit and identify the planned guidance activities

6.0 Bahavioural Problems

Students gather newspaper articles about pupils with behavioural problems. They are to categorize these problems and identify the contributing factors. Students then suggest suitable behavioural modification techniques to be used to decrease I make extinct undesirable behaviour

1.3 Classroom Routine

Identify an effective teacher and describe his/her classroom routine practice and leadership styles

4.5 Strategies of teaching and learning of smart pedagogy

Study CDCITED documents on teachingl earning strategies of smart pedagogy to see its application in the classroom

6.5 Item Construction

Use computer software Quest to formulate and analyze test items

8.5 Alternative Assessment

Prepare a teaching portfolio

6

Component

9.1

Teacher Professionalism

Activity

Topic/ Subtopic

Remedial Education

Smart partnership with State Education Department/school to obtain information on learning problems. Participate in remedial resource preparation workshop

9.3 Inclusive Education

Field trip to school with inclusive education programme

7.0 Challenges to the teaching profession

Attend courses: trainer training, stress management, time management etc to enhance internal strength

ii

7



COMPONENT 1:

EDUCATIONAL PSYCHOLOGY ( 2 Credits, 30 Hours)

SYNOPSIS This component focuses on basic concepts of psychology and educational psychology and their importance to teachers. Students will be guided to understand the principles of growth and development of pupils to develop their potential to the optimum. The students will also be introduced to topics on individual differences, needs, personalities and learning styles of children. With this knowledge students will be able to improve the effectiveness of pupils' learning process. Students will also be equipped with effective communication skills to ensure that they have the ability to play the role of a guide for the pupils. In addition, the students will be equipped with skills and knowledge for identifying behavioral problems as well as for making 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 and their importance to teachers; ii.

explain with examples the principles and characteristics of growth and development of pupils in the process of helping them expand their potential to the optimum;

M.

i dentify individual differences, needs and personalities of children;

iv.

inculcate the thinking habit in pupils and discern various learning styles in order to 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 modify such 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

TOTAL

9

30 hours



SKILLS

KNOWLEDGE

VALUES/NOTES

1. Concepts Of Psychology And Educational Psychology (2 Hours) 1.1 Concept of Psychology and its Importance

Explanation of concepts and their respective importance o Psychology o Education o Educational

1.2 Concept of Education 1.3 Concept of Educational Psychology and its Importance

Strategy • Lectures • Group discussion • Futuristic Studies

Psychology

•

Relating knowledge of educational psychology to make observations, predictions and control of pupil behavior

•

Understand concepts of growth and development

Strategy • Group discussion

•

Explain the principles and factors influencing growth and development of the child (childhood to adolescence)

Values • Understand theories of child development • Appreciate the magnificence of God's creation

2. Nature Of Man (8 Hours) 2.1 Growth and Development Of Children (from Childhood to Adolescence)

• •

Concept and Principles of Growth and Development Factors Influencing Growth and Development • Hereditary Environment

l0



SKILLS

KNOWLEDGE

•

Stages Of Growth and Development (from physical, cognitive, social, emotional and moral aspects) in accordance with the Theories of • Jean Piaget ∎ Arnold Gesell • Robert Havighurst • Erik Erikson • Lawrence Kohlberg

•

Elucidate main characteristics of the various stages as contained in the theories

Ways a Teacher Can Help Pupils to Achieve Optimal Development

Plan ways a teacher can help students achieve optimal development

22 Human Potential

• Multiple Intelligences Concept and Types of Multiple Intelligences

•

Explain various types of intelligences and ways a teacher applies them in teaching and learning

• Ways a Teacher Applies Multiple Intelligences in The Teaching and Learning Process • Emotional Intelligence (EQ) ∎ Concept of Emotional I ntelligence

•

Explain the concept and characteristics of emotional intelligence (Daniel Coleman)

•

I dentify ways a teacher can help students develop and manage their emotional i ntelligence

• Daniel Goleman's Theory • Ways a Teacher Can Help Students Develop and Manage Their Emotional I ntelligence

11

VALUES/NO Strategy • Metacognition • Lectures • Group discuss Thinking Skills Graphic organ comparing and contrasting Strategy • Project

Strategy • Group Discussio Thinking Skills Graphic organiz classification t Thinking Skill • Compare and co IQ and EQ

I

Strategy Examples of case



SKILLS

KNOWLEDGE

2.3 Motivation • Concept and Types of Motivation • Factors Influencing Motivation • Maslow's Hierarchy of Needs ∎ Skinners's Behavioral Theory (reinforcement)

•

•

•

Effects of Motivation on Students • Anxiety • Attitude Change ∎ Curiosity Locus of Control • ∎ Learned Helplessness Environment of Pupils •

• • •

•

Explain concept and types of motivation Describe factors that influence motivation Visualization of factors that shape motivational levels

VALUES/NOTES Strategy Metacognition Supplementary Menu • Discuss myths related to motivation (refer to Travers, Elliot & Kratochwill, 1993:285286)

Predict pupil behavior based upon their motivational levels

Thinking Skills • Compare and contrast the effects of positive and negative motivation on students

Ways a Teacher Can I ncrease Motivation of Pupils • Environment for Teaching and Learning • Cooperative and Collaborative Learning • Positive and Negative Reinforcement

List ways a teacher can motivate pupils in a variety of situations

Implications of Motivation on the Teaching and Learning Process (before, while and after the teaching and learning process)

Strategy Cooperative learning • Collaborative learning Values • Every individual has the potential to succeed

12



SKILLS,

KNOWLEDGE

2.4 Individual Differences • Concept and Types of I ndividual Differences (physical, cognitive, social, emotional and spiritual)

• • • •

Discerning individual differences through observation

•

Pupils at Risk Mixed Ability Pupils Culturally Diverse Pupils Pupils from Different Social Classes Differences in Socialization Differences in Location: Urban versus Rural

•

•

• Effects of Individual Differences

Thinking Skill • Graphic organiz comparing and contrasting Values • Every human b:ti~ unique

•

• I mplication for Teachers

3.

VALUESINO

Relating i ndividual differences to the teaching and l earning process

Development Of Personality and SelfConcept (3 Hours)

3.1 Personality • Concept and Classification of Personality

•

Role of Teachers i n Shaping Positive Personality in Pupils

•

Factors Influencing personality Al-Ghazali Soul Mind Desire

Ability to make conceptual visualization on personality of pupils and give responses in accordance with their personalities.

i3

Strategy • Examples of case Values • Awareness • Concern



SKILLS

KNOWLEDGE

Freud -

Id Ego Superego Supplementary Menu Taking notes, analyzing and interpreting quotations regarding self-concept

3 .2 Self-concept Definition and Types of • Self-concept • Ways a Teacher Can Help to Form Positive SelfConcept 3.3 Positive and Negative Defence Mechanisms

4.

VALUES/NOTES

•

Relating behavior of pupils to types of defence mechanisms I dentify ways to help pupils form a positive self-concept

Strategy Contextual learning

•

Understand concept and definitions of types of thinking

Strategy • Generative • Collaborative

•

Master types of thinking through simulation activities

Thinking And Learning Styles (4 Hours) 4.1 Thinking • Concept of Thinking

•

Types of Thinking • Lateral • Vertical • Critical • Creative • Divergent • Convergent

14



KNOWLEDGE

•

Ways to Cultivate Pupils' Thinking Skills

SKILLS

•

Relating Right Brain t Left Brain hemispheres with critical and creative thinking skills (Split Brain Theory by Roger Sperry)

•

4.2 Learning Styles

•

Definition and Types of Learning Styles

• •

Dunn and Dunn Model I mplications on Teaching and Learning Process

Identify ways teachers can cultivate pupils' thinking skills

•

Identifying learning style preferences of students

•

List teaching and learning activities i n accordance to learning styles of pupils

VALUES/NO

Strategy • Generative(D I nquiry) Values •

Every human unique

Guidance In Education (8 Hours) 5.1 Introduction to Guidance • Concept, Principles and Aims of Guidance

•

• Give operational definitions for concept, approaches and types of guidance

Approaches to Guidance • Development • Prevention • Remedial Education • Crisis

15

Strategy

Problem solvinc

u

Strategy • Project



: KNOWLEDGE '

VALUESINOTES

.Types of Guidance • Individual • Group

Planning and implementing guidance activities in schools

5.2 Role of Teachers i n Guidance and Counseling 5.3 Communication Interpersonal

•

Concept

•

I nterpersonal Communication Skills • Building Relationships Paying Attention ∎ ∎ Active Listening • Using Appropriate Language • Understanding Body Language • Giving Appropriate Responses

Generating analogies on barriers to communication

•

Supplementary Menu • Analyze an Annual Guidance and Counseling Programme of a Guidance and Counseling Unit in a school and identify planned guidance activities Thinking Skills Comparing and contrasting

Strategy

Applying effective communication skills

•

Values

•

Barriers to communication • Physical • Psychological • Environmental • Social

Discussion based on situational pictures

Awareness of the importance of interpersonal relationship

Strategy • Directive • Simulation

Implication of Using Communication Skills in Creating Effective I nterpersonal Relationships

16



r

;_SKILLS

NOWLEDG

VALUES/NOT

6. Behavioral Problems (6 Hours)

~'

6.1 Definition 6.2 Types of Behavioral Problems 6.3 Methods to Identify Pupils with Behavioral Problems: • Test-based Methods • psychological ∎ diagnostic tests

•

Non-test Methods • observation • interview

•

Research Methods • case studies • document studies • cross-sectional studies • l ongitudinal studies

List and classify types of behavioral problems

Strategy

Ways to identify pupils with behavioral problems

Thinking skills • Graphic organ classification

Strategy

6.4 Behavior Management • Definition • Process • Objectives

Values •

• I ncrease and Maintenance of Desirable behaviours

Mediative

Simulation Futuristic Studi Empathy towar needs of studen

Thinking skills Graphic organiz classification

• Decrease and extinction of undesirable behaviors

17



SKILLS

KNOWLEDGE

VALUES/NOTES

Behavior Management Techniques

•

Reinforcement

•

Punishment

•

Behavior Extinction

•

Reverse Psychology

•

Shaping

•

Token Economy

• •

Contract (oral and written)

•

Time-out

•

Modeling

•

Self-restraint

•

Self- management

•

•

Applying behavior management techniques

•

Predicting the behavior of pupils which emanates from the action of teachers

•

Identify behavior modification techniques suitable to the cognitive levels of pupils

Self-reinforcement Isolation

6.5 Implication on the Teaching and Learning Process

Able to identify suitable techniques to maintain and increase desirable behavior / decrease and make extinct undesirable behaviors on a case by case basis

18

I

Strategy

• •

Mediative Examples of case studies Futuristic Studies

Supplementary Menu • Students gather newspaper articles about pupils with behavioral problems. They are to categorize these problems and identify the contributing factors. Students then suggest suitable behavioral modification techniques to be used to decrease 1 make extinct undesirable behavior

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 Through Adolescence. London: Prentice-Hall Inc. Kementerian Pendidikan Malaysia. (1996). Panduan Pelaksanaan Perkhidmatan Bimbingan 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, Effective Learning. Madison: Brown & Benchmark. Wooifolk,A. (2001). Educational Psychology. Boston: Allyn & Bacon.

19



COMPONENT 2;

PEDAGOGY (45 Hours, 3 Credits)

SYNOPSIS This component aims to enable students to transform the aspirations of the National Philosophy of Education into the process of teaching and learning in order to produce

effective learning. This component is structured to integrate pedagogical and evaluation aspects. It is expected with the mastery of knowledge, skills and values, students will be

able to manage their classroom and be knowledgeable in planning and conducting the teaching and learning process effectively. The aspect of school assessment is also stressed 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 of organizational management to promote a conducive teaching and learning environment;

ii.

relate learning theories with classroom management, planning and implementation 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 of identifying pupils performance to enhance the quality of teaching and learning;

v.

i dentify various learning problems for remedial purposes;

vi.

conduct remedial and enrichment activities in the classroom, and

vii.

identify roles of teacher in inclusive education.

20

COMPONENT 2: PEDAGOGY

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

21

:

45 hours



KNOWLEDGE

SKILLS

VALUESINOTES

Classroom Management (4 hours) 1.1. Concept of Classroom Management 1.2. Factors that Influence Effective Classroom Management

•

Physical • Lay-out Plan

• •

•

Provide conducive classroom environment to promote effective teaching and learning process.

Functions of Lay out Plan

Identify aspects of good classroom management

Social

•

•

Class Rules and Regulations Sociometry

Emotional ∎

Teacher Leadership

Strategies • Generative • Discussion • Brainstorming Values

•

Sensitive to the significance of classroom management. Aware of the needs of mixed ability pupils in the context of classroom management

1.3. Classroom Routine

• •

Concept of Routine

Types of Routine ∎ Class Routine (non academic) ∎

Administrative Routine

•

Pupil Movement Routine

•

Task Management Routine

•

Record pupils' i nventories; attendance, academic profile, health and discipline Manage classroom routine to promote pupils' self discipline

22

Values Aware of the importance of routine in teaching and learning



SKILLS

KNOWLEDGE

•

Learning Routines (that support teaching and learning: collecting books, marking, distributing resources and books etc)

•

Describe and set up classroom routines that promote learning

•

I nteraction Routine (that determine patterned interaction; when and how interaction should happen)

1.4. Classroom Discipline '

Concept

•

Causes of Discipline Problems in the Classroom

•

Ways to handle Discipline Problems in the Classroom

• • ∎ • •

VALUES/NOTES

• Identify causes of discipline problems in the classroom

Constructive warning Punishment Prevent misbehaviour Managing Discipline without stress

Practise appropriate disciplinary strategies

Supplementary Menu

•

Practise appropriate procedures to enhance classroom discipline

23

• I dentify an effective teacher and describe his / her classroom routine practice and leadership styles.



KNOWLEDGE

SKILLS

VALUESINOTES

Z, I nteraction and Communication in the Classroom ( 4 hours) 2.1- Classroom Interaction

•

Create various interaction patterns in the classroom

•

Create effective classroom interaction in the classroom

2.2. Types of Interaction and their Significance 2.3. Ways to Create Effective Classroom Interaction

Strategies Discussion Simulation • Directive

2.4. Classroom Communication

•

Types of Communication

•

Communication Models

• •

Obstacles and Barriers to Communication

Ways to Create Effective Communication in the Classroom

• I nterpret definitions of communication based on models of communication • Suggest ways to overcome barriers in communication • Practise effective communication in the classroom

Thinking-Skills • Graphic Organizer: Conceptual Values Aware of the needs of interaction in i nterpersonal and intrapersonal development Aware of the importance of effective communication in teaching and human relations. Note Refer to article: • classroom discourse • Models: Shannon and Weaver, Wilbur Schramm

24



KNOWLEDGE

SKILLS

VALUESINOTES

3. Theories and Process of Learning ( 8 hours)

"

3.1. Concept of Learning 3.2. Theories of Learning

•

Behaviourist

•

Social

•

Cognitive

•

Compare and contrast theories and the learning process

Strategies Discussion • Library research Thinking Skills Graphic Organizer:: Compare and contrast

Humanistic

Constructivist

Values • Aware that a strong opinion is backed b a theory,

3.3. Process of Learning

• •

• • •

Learning readiness

Pattern Recognition (Pengamatan) Perception

Relate theories and the process of learning in the classroom

(Penanggapan)

Remembering and Forgetting

Sensitive and concerned about matters that influence effective l earning 3.2: Focus on the principles developed by the following: Behaviourist: Skinne Cognitive: Piaget, Social: Bandura Humanistic: Carl Rogers Constructivist: Vygotsky)

Transfer of Learning

3.4. Implications of Theories and Process of Learning in Teaching and Learning

25



KNOWLEDGE

SKILLS

VALUESINOTES

4. Teaching (13 hours) 4.1. Concept of Teaching 4.2. Models of Teaching and its Implication on Teaching and Learning.

•

•

Explain the concept of teaching

•

Compare and contrast the models of teaching and their implications in teaching and l earning.

Expository

•

I nformation processing

•

I nquiry

•

Project

Strategies • Directive • Demonstration • Self Directed Learning • Source information through internet

Values

•

Aware of the importance of teaching models in determining lesson planning framework

4.3. Teaching Strategies

Teacher Centered Student Centered Resource Based

•

Task Based

Describe the strategies of teaching

4.4. Teaching Approaches

•

Integration

•

Deductive

• •

Inductive Eclectic

List down the characteristics of each teaching approach.

•

4.5. Strategies of Teaching and Learning in smart pedagogy • •

• • •

Directive

Mediative

Generative

Observation

Values

Identify various teaching strategies of smart pedagogy.

Contextual

26

Aware of the needs to master various approaches, methodologies and techniques of effective teaching



KNOWLEDGE •

I

SKILLS

I

VALUES/NOTES

Metacognitive Field study

• •

Futuristic studies

•

Mastery Learning

•

Cooperative/

Collaborative

4.6 Integration of Generic Skills in Teaching and Learning

Application of generic skills: thinking skills, i nformationcommunication technology skills (i CT), facilitating skills, learning skills, and evaluation and assessment skills.

4.7 Methods and Techniques of Teaching

• • • •

•

Learning through Play Role Play

Brainstorming Thematic

I ntegration

•

Story Telling

•

Discussion

•

•

• •

Facilitating (including facilitating skills)

• Decide on appropriate methods and techniques for effective teaching and learning. • Explain the characteristics of facilitation: questioning, sampling, scaffolding, directive, cognitive structuring

Inquiry

Demonstration

Problem Solving [Theory of Constraint (TOC)]

27

Supplementary Menu Refer to CDC/TED' documents on teaching and iearnO strategies of smart pedagogy to look int its application in classroom .

Note • TOC (refer to Appendix D

Major subject lecturer will focus in detail on methods and techniques of teaching, lesson planning and micro/macro teaching



KNOWLEDGE 4.8 Factors affecting the choice of Methods and Techniques of Effective Teaching.

SKILLS

VALUESINOTES

Identify the factors that influence the choice of methodologies and techniques of effective teaching.

Testing and Evaluation (4 hours) 5.1 Concept of Measurement, Testing and Evaluation. Aims of Testing and Evaluation

5.2 Main Characteristics of Tests 5.3 Types of Testing and Evaluation

• •

• •

Formative and Summative Tests

Performance and ` Pencil and Paper' Tests

Elaborate the aims and functions of evaluation in teaching and learning

Identify the main characteristics of tests

Compare and contrast: types of tests and types of evaluations.

Speed and Endurance Tests

Strategies Directive ∎ Lecture Experiential Learning Self Directed learning • Learning through the i nternet Thinking Skills • Graphic Organizer Compare and Contrast Note

Refer to primary school format and test questions

Values Aware of the importance of evaluation in the process of teaching and learning

Norm-referenced and Criterionreferenced Tests

28



KNOWLEDGE 5.4 Test Blueprint / Table of Specifications (JPU)

•

• •

Main Characteristics

Constructing Test Blueprints

The Importance of Test Blueprints

5.5 Item Construction

• •

Objective Items

Subjective Items

5.6 Marking Approaches

• •

Analytic Marking Holistic Marking

SKILLS

• Construct Test Blueprint (apply principles of testing I main characteristics of tests) • Elaborate on the steps in building tests.

VALUESINOTES Values Having a sense of responsibility and honesty in conducti testing and evaluati

• State the importance of test blueprints in item building. • Determine test item quality.

• Compare and contrast subjective and objective tests. • Application of analytic and holistic/global marking

Supplementary Men

•

Use computer software Quest to formulate and analyi test items

Basic Statistics (4 hours) 6.1 Graph, Ogive, Histogram, Distribution Curve, Frequency 6.2 Min, Median, Mode 6.3 Standard Deviation (non cumulative data, cumulative data) 6.4 Standard Scores: Score z and Score t

• Master the skills of transferring raw scores into graphs : histogram, polygon and ogive • Apply statistical formulae to interpret scores for report writing purposes

29

Strategies • Directive • Module Self Directed • Learning • Self/Peer evaluation Values Aware of the • significance of transferring data into graphs for the purpose of i nterpretation



KNOWLEDGE 6.5 Data Interpretation and Report Writing

SKILLS

I

VALUESINOTES

Analyze and interpret data for report writing

Aware of the importance of data as a foundation for follow-up activities Resource EXCEL or SPSS programme

7

Primary School Based Assessment (PKSR) (2 hours) Strategies • I nterview primary school teachers on the implementation of PKSR Directive •

7.1 Definition 7.2 Principles 7.3 Aims 7.4 Methods of Conducting PKSR 7.5 Alternative Assessment Portfolio

•

Use various types of authentic and valid assessment to evaluate pupils performance

Values Aware of various • authentic alternative evaluation methods.

•

State types and characteristics of portfolios

•

•

Use portfolio as an alternative assessment

Presentations l Practicals Observation

r

30

Supplementary Menu Prepare a teaching portfolio



KNOWLEDGE 8

SKILLS

VALUESINOTES~

Remedial, Enrichment and Inclusive Education (6 hours) 8.1 •

Remedial Education (3 hours)

Concept, Rational and objectives of Remedial Education Learning Difficulties

•

Causes of Learning Difficulties

•

Types of Learning Difficulties (3Rs)

•

Methods of Identifying Learning Difficulties

•

Role of Teachers in Conducting Remedial Teaching

•

∎

• •

conducting skills remedial

activities

resources for remedial activities

• Explain concept, rational and objectives of remedial education • identify factors causing learning difficulties

• Identify types of

l earning difficulties (3Rs)

• Master the skills of identifying learning difficulties

• ∎ • •

• •

Construct inventories Observation Interpret performance record Construct paper and pencil tests Plan daily exercises Conduct question and answer sessions 1 quizzes

• Describe important steps in organizing and carrying out remedial teaching • Master the skills of conducting remedial teaching • Acquire the skills of preparing remedial resource materials

31

Strategies • Directive • Lecture Generative • • Discussion Supplementary Menu • Smart partnership with State Education Department/school to gather information on learning difficulties Note • Remedial and enrichment activities need to be related to Mastery Learning Supplementary Menu Participate in • remedial resource preparation workshop. Values Empathy towards pupils with learning difficulties.



KNOWLEDGE

SKILLS

8.2 Enrichment Education (2 hours)

•

Explain concept, rational and objectives of enrichment

Concept, Rational, and objectives of Enrichment Programmes

•

I dentify various types of enrichment activities: • Reading Writing • Arithmetic

Types of Enrichment Activities

VALUES/NOTES

Strategies Directive • Lecture Generative ' Discussion

Methods of Conducting Enrichment Activities

8.3 Inclusive Education (2 hours)

•

Concept of I nclusive Education

•

Children with Special Needs

•

Roles of Teachers and Resource Teachers

• Show difference in concept between inclusive and special education •

I dentify the characteristics of children with special needs ∎ •

• • • •

Mentally retarded Learning Disabilities Behavioural Disorders Communication and Hearing Impaired Visual Impaired Spastic Gifted and Genius

Know the role of teachers and resource teachers in conducting i nclusive education

32

Values • Aware of the significance of inclusive education in the National Education System.

Supplementary Menu Field trip to school with inclusive education programme

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- Wesley Longman,lnc Gronlund,N.E & Linn, R.L.(1 990). Measurement and Evaluation in Teaching. New York: 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.

33



COMPONENT 3: TEACHER PROFESIONALISM (2 Credits, 30 Hours) SYNOPSIS This component focuses on the role of teachers in realizing the National Philosophy of Education (FPK) and the Philosophy of Teacher Education(FPG). The various aspects of

teaching professionalism covered in this component aim to enable students to face and

conquer various challenges in the teaching profession. Students are exposed to different philosophical schools of thought and to the main characteristics of the National

Philosophy of Education and the Philosophy of Teacher Education to enable them to understand the aspirations of the National Education Policy. Students need to

understand the goals of the Primary School Integrated Curriculum (KBSR) to enable

them to organize and develop the curriculum in planning, teaching and learning in order to meet the needs of the National Philosophy of Education. Students need exposure on

professional skills to enable them to make decisions and take necessary actions in the

teaching and learning context. Students are also expected to practise knowledge culture

through research. The enhancement of knowledge and skills will also help in preparing them 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 of Teacher Education in the teaching service;

ii,

describe the concept of curriculum, types of curriculum and factors that influence development and change in the curriculum;

I l l.

interpret the needs of the Primary School Integrated Curriculum in the context of the National Philosophy of Education;

iv

explain the roles of teachers in implementing changes in curriculum;

v.

conceptualize teaching as a profession and identify characteristics of professional 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

TOPICS AND TIME ALLOCATION Fundamentals of the National Philosophy of Education and Philosophy of Teacher Education 2.

Management and Development of Curriculum

3.

Teaching as A Profession

4.

Teachers and the World of Education

5.

Teacher Professional Skills

6.

Enhancement of Professionalism of Teachers

7.

Challenges in the Teaching Profession

6 hours 9 hours 4 hours 2 hours 2 hours

3 hours TOTAL

35

4 hours

30 hours



Y

S,.

~, Fundamentals of the National Philosophy of Education and Philosophy of Teacher Education (6 hours) 1.1 Basic Concept of Philosophy of Education

Explain the basic concepts of philosophy and education in relation to FPK

Philosophy

• •

Education

1.2 Western Philosophy of Education •

•

Traditional (Perennialism,

Values

Essentialism)

Modern (Progressivism

Compare and contrast philosophies of education from the western and Islamic points of view.

Reconstructionism)

1.3 Islamic Philosophy of Education 1.4 National Philosophy of Education (FPK)

1.5 Philosophy of Teacher Education (FPG)

•

Goals

•

Professional Values of Teachers

•

Teacher Education Conceptual Model

Strategies • Discussion • Brainstorming • Lecture • Forum Debate

•

Explain the factors that influence the development of FPK. Elaborate elements in the FPK Describe FPG based on goals and Teacher Education Conceptual Model.

1.6 Implications of FPK and FPG to teachers as educators 36

I nternalise FPK and FPG towards nation building

• Aware of the roles of educators in nation building. Thinking Skills • Graphic Organizer Compare and contrast



SKILLS

XNOWLEDGE.`

Management and Development of the Curriculum (9 hours)

Discuss curriculum development based on the following curriculum models • Objective model (Tyler, Taba) • Process Model (Stenhouse) • Current Trends

2.1. Concept of Curriculum • Concept and Types of Curriculum • Models of Curriculum (Tyler, Taba, Stenhouse)

2.2. Factors that influence Development and Change in the Curriculum

2.3. Primary School I ntegrated Curriculum ( KBSR)

•

Goals

•

Main Characteristics

• •

•

• •

•

Objectives

Structure

Components

2.4. Modifications in KBSR Syllabus 2.5. Role of Teachers in implementing Curriculum

VALUESINOT

• •

•

Explain the factors that i nfluence development and change in the curriculum • I ndividual • Community and Nation • Universal

•

Play role as curriculum i mplementer

•

Describe the role of teachers in implementing KBSR that is appropriate with the era of I nformation Communication Technology (ICT). • Interpret • Plan • Modify • Evaluate

37

Discussion Directive Group

Values

Describe the of curriculum • Formal curriculum • Hidden curriculum

Analyze and interpret main characteristics of KBSR in the context of FPK.

Strategies

I nternalise the rol the education sy nation building

•

Aware of the i mportance of curriculum in the context of episte

•

I nternalise the cha of curriculum and responsibility of teachers in implementing the curriculum Have commitmentiO i mplement curricu relation to education roles and innovation

Resource • •

Refer to Documents KBSR (Min. of Edu. Surf: Min. of Edu Ma website, httpalwww.moe.gov



3. Teaching as A Profession (4 hours) 3.1. Concepts of Professional and Nonprofessional

•

3.2. Code of Ethics of the Malaysian Teaching Profession

Compare and contrast professional and nonprofessional characteristics of teaching career

3.3. Teacher Accountability towards:

• • • •

Study and discuss the characteristics and qualities of professional teachers

School

Behaviour Pupil

Profession

Study and analyze the code of ethics of the Malaysian Teaching Profession

Community

•

The Teacher and the World of Education (2 hours)

• • •

• •

Knowledge Practitioner

Skill Practitioner

Value Inculcator Educator (Educare I Educere)

Socialization Agent

Study professional and nonprofessional concepts and its relation to the teaching profession

Relate the code of ethics and accountability to teachers' task in school

Strategies • Discussion • Examples of cases Collaborative learning •

Values I nternalise and value knowledge Virtue • • Sensitive to change and ready for changes • I nternalise the code of ethics and strive to become an excellent teacher • Appreciate, love and be fully committed to the teaching profession

•

Thinking Skills

•

Analyze the roles and responsibilities of teachers as Effective provider of knowledge, skills and values. Educator in the teaching career Agent of socialization and change in community 38

Graphic Organizer Compare and contrast

Strategies

• • • •

Group Discussion/Buzz Session (based on current issues) Workshop Brainstorming Examples of cases Simulation activities



h

~-

K

SKILLS

WLED Change Agent

•

Consultant and mentor to pupils in classroom Manager, planner, implementer and researcher who can contribute new ideas in teaching and l earning. Role model and patriotic to the nation

Community innovator

• •

Nation-Builder Knowledge Disseminator

• •

Caring I ntellectual

•

AI'UESINOTr,,

Values • Uphold knowledg • Diligent • Cooperative

•

Consultant

•

Mentor

Manager

• •

I nternalise the wo education and act line with national development

a

Researcher

•

Patriot

Professional Skills (2 hours) Skills

•

Learning

•

Planning

• •

Master professional skills in learning and thinking

Thinking

Facilitating

•

Master skills of interacting

•

Communicating

Master skills of managing ICT.

•

Managing ICT

Act as information collector and idea generator

• •

Managing

Researching and Acquiring I nformation 1 Knowledge Activist and Knowledge Generator

Strategies • Group discussion Simulation Tele-conference • E-learning

•

Values Enhance commitment towards profession

•

Supplementary Menu: Attend courses on Learning Skills Thinking Skills Graphic Organizer Categorizing Professo Skills

39



Practise knowledge culture. Enhance teaching knowledge and skills

Strategies Group discussion I ntellectual discourse: • seminar, forum, debate Workshop ' Action research •

• Carry out action research • Reflect and take action to improve teaching effectiveness

•

Reflection on action Reflection in action Reflection for action

•

• • •

Values Aware of the i mportance to enhance teaching professionalism in facing challenges and changes Sensitive to current challenges and development in education Prioritize knowledge Collaborate

Thinking Skills • Self Reflection

•

Discuss and study current issues in education

•

Practise the characteristics of teachers who can face current and future challenges • Commitment • Vision • Global view 40

Strategies • Futuristic studies • I ntellectual discourse: seminar, forum, workshop • I nternet surfing for i nformation.



•

Changes in Education: ∎ •

Smart school Globalization of education

•

Optimistic Knowledgeable Adaptable Skillful in educational technology

Plan professional development based on current trends to face future challenges

•

Values I nternalize and appreciate kno Sensitive to chap education and I technology

Supplementary Menu • Attend courses: t training, stress management, time management etc, enhance internal strength

I NDICATIVE READING

Day, C. (1999). Developing Teachers: the challenges of life long learning. London: Falmer Press. Ornstein,A. C. & Hunkins, F. P. (1998). Curriculum Foundations, Principles and Issues. Boston: Allyn and Bacon. Ozrnon, H. & Craver,S.M. (1992). Prentice-Hall, Inc_

Philosophical Foundations of Education. London:

Pusat Perkembangan Kurikulum>(2001). Falsafah Pendidikan Kebangsaan, Matlamat dan Misi. Kuala Lumpur: Kementerian Pendidikan Malaysia.

Schon,D. (1983). Educating the Reflective Practitioner. San Franscisco: Jossey-Bass.

ASSESSMENT Students' performance is based upon college-based coursework and a centralized examination. Evaluation is based on 50% course work and 50% examination. SUGGESTED COURSE WORK Below is the suggested course work guideline Component Educational Psychology and Pedagogy

Task ) Folio (groups of 3 or 4) (a) Produce one Folio on classroom management (b) Based on the folio, discuss how classroom management takes into consideration the aspects of i ntellectual, physical, social and emotional development in conducting teaching and learning

Teacher Professionalism

Percentage

10

20

Reflect the outcome of the discussion in the form of a short essay not exceeding 1000 words. (c) Presentation of outcome using information and communication technology (ICT)

10

2) Journal Writing (Individual)

10

Choose one teaching and learning problem that you have encountered during Practicum Phase 1. Submit a journal report on the stated problem, describing the ways you have taken to overcome the problem. Your report should not be more than 500 words

42



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Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press. Weinstein, C. S. & Mignano, A. J. (1993). Elementary Classroom Management: Lesson from Research and Practice. New York: Mc Graw-Hill, Inc. West-Burnham, J. & O'Sullivan, F. (1999). Kepimpinan dan Perkembangan Profesional Di Sekolah. Kuala Lumpur: Institut Terjemahan Negara Malaysia Bhd. Woolfolk, A. (2001). Educational Psychology. Boston: Allyn and Bacon Wragg, E. C. (1993). Primary Teaching Skills. London: Routledge Yong, M. S. & Chia, C. F. (1994). Pemikiran Kreatif: Penyelesaian Masalah secara Kreatif. Kuala Lumpur: Arenabuku. Yong, M. S. & Karen, L. B. (1996). Guru yang Kreatif. Kuala Lumpur: Arenabuku, Yong, M. S. (1994). Kreativiti ke arah Pembentukan Masyarakat Malaysia Kreatif. Kuala Lumpur: Arenabuku.

WEBSITES httpa/ www.aber.ac.uk/-m-mflwww/seclangacq/langteach8.html http://Irs.ed.uiuc.edu/studentsim-weeks.technks.html http://www.toceducationalforall.com http:Ilwww.edtech.vt.edu/edtech/id/assess/blueprint.html http://chiron.valdosta.edu/whuitt/col/regsys/maslow.htmI http:/ /www. ihhp.com http:llwww. fathom. comlfks/cataloq/feature.jhtmI http:/1www.nswagtc.orq.au/info/identification/characteristics.htmI

• 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

http ://www.moe.gov.my http: //cw.prenhall.com/bookbind/pubbooks/srmstrong3/chapterl2ldeluxe.html http:l/www.siu.edueyctr/cdromup.html http:Ilwww.soe.purdue.edu/fac/georgeoff/philamed/essentialism.html http://www.morehead-st.edu/people/w.willis/fourtheories.html http_//www_infed.orq/udl/EnvisioningFutureCurriculuml89.cfm http://www.mpls_k12.mn_us/departments/CIT2/ethics.html. http: //www.learnativity.com http://www.stanford.edu/dept/SUSE/csm/features/coIlaboration httpa/www.mtholyoke.edu/acad/intrel/scholte.htm http:/lwww.unesco.orq/webworid/infoethics-2/enq/papers/paper-23htm http: //www.gneis.ucla.edu/courses/ed253a/dk/GLOBAL.htm http: //www2.moe.gov-my /- bpghibestari-htm

49



PANELISTS OF SUBJECT OUTLINE AND SYALLABUS FOR POST GRADUATE DIPLOMA IN TEACHING PRIMARY SCHOOL 2003

NO.

NAME

QUALIFICATIONS

1.

Dr. Maznah Binti Abdul Samad (Co-ordinator) Curriculum Unit Bahagian Pendidikan Guru Kuala Lumpur

Diploma in Guidance and Counselling ; B.A.(Hons) History; ;MEd (Guidance & Counselling); PhD (Education) Lecturer in Education Studies for 10 years;

2.

Dr. Jamaliah Binti Ahmad I nstitut Bahasa Melayu Malaysia Kuala Lumpur

MEd (Psychology); PhD (Early Childhood Education) Lecturer in Education Studies for 11 years

3.

Dr. Bustam Bin Kamri I nstitut Bahasa Melayu Malaysia Kuala Lumpur

B.A.(Hons) Malay Studies; MEd ( Early Childhood Education); PhD ( Early Childhood Education Planning) Lecturer in Education Studies for 12 years

4.

Mr. Fun Foo Ying Maktab Perguruan Perempuan Melayu Melaka

B.A (Hons) Geography; MEd (Pedagogy) Lecturer in Education Studies for 16 years

5.

Dr. Boon Pong Ying I nstitut Perguruan Bahasa-Bahasa Antarabangsa Kuala Lumpur

B.A(Hons), MEd(Testing and Evaluation), PhD(Testing and Testing) Lecturer in Education Studies for 17 years

6,

Ms. Hjh Nas Bt. Mamat Maktab Perguruan Kuala Terengganu Kuala Terengganu

B.A.(Hons) History; MEd Educational Administration) Lecturer in Education Studies for 18 years

7.

Ms. Aziza binti Mahbob Maktab Perguruan Ilmu Khas Kuala Lumpur

B_Ed (Guidance & Counselling); MA (Human Resource Development); School Counselor for 5 years; Lecturer in Education Studies for 12 years 50



NO.

QUALIFICATIONS

NAME

8.

Mr. Gurdev Singh Malhi Maktab Perguruan Ipoh Hulu Kinta, Ipoh

B.A.(Hons) Malay Studies in Education; MEd( Education) Lecturer in Education Studies for 16 years

9.

Mr. Mohd Nazri Bin Wan Senik I nstitut Perguruan Darul Aman Jitra, Kedah Darul Aman

B.A.(Hons) History & Geography; M. Sc (Educational Psychology) Lecturer in Education Studies for 14 years

10.

Mr. Nordin bin Tahir Maktab Perguruan Perlis Kangar, Perlis

B.A. (Hons) History; MEd ( Educational Management) Lecturer in Education Studies for 8 years

TRANSLATION PANELISTS OF SUBJECT OUTLINE AND SYLLABUS FOR POST GRADUATE DIPLOMA IN TEACHING PRIMARY SCHOOL 2003

No

NAME

QUALIFICATIONS

1.

Dr. Maznah Abd. Samad (Co-ordinator) Curriculum Unit Teacher Education Division

Diploma in Guidance and Counselling ; B.A.(Hons) History; MEd (Guidance & Counselling); PhD (Education) Lecturer in Education Studies for 10 years;

2.

Ms. Sharifah Fakhriah Binti Syed Ahmad (Chairman) Maktab Perguruan Kuala Trengganu, Trengganu

B.A.(Hons) Literature; MEd Lecturer in Education Studies for 16 years

3.

Mr. Hong Kim Guan Maktab Perguruan Persekutuan Pulau Pinang

B.A in Education (Hons)Geography; LLB( Hons) ; Lecturer in Education Studies for 17 years

4.

Ms. Nik Noriah Binti Nik Ibrahim Maktab Perguruan Kota Bharu Pengkalan Chepa,Kelantan

B.Soc Sc(Hons) Sociology; Lecturer in Education Studies for 16 years

51



REVIEW PANELISTS OF SUBJECT OUTLINE AND SYLLABUS FOR POSTGRADUATE DIPLOMA IN TEACHING PRIMARY SCHOOL 2003

NO.

NAME

QUALIFICATIONS

Dr. Maznah Abd Samad (Co-ordinator) Curriculum Unit Teacher Education Division

Diploma in Guidance and Counselling ; B.A.(Hons) History; MEd (Guidance & Counselling); PhD (Education) Lecturer in Education Studies for 10 years;

2.

Mr Lee Hah (Chairman) Maktab Perguruan Ipoh Huiu Kinta, Ipoh

B.Sc Ed; MEd (Sistem Penguasaan Maklumat dalam Pendidikan) Lecturer in Education Studies for 16 years

3.

Ms. Gomathi Naidu Maktab Perguruan Teknik Kuala Lumpur

B.Sc. (lions) Genetics; MEd Curriculum and Instruction) Lecturer in Education Studies for 12 years

4.

Mr. Krishnan AIL Narayana Maktab Perguruan Raja Melewar Seremban

B.A. (Hons) Indonesian & Malay Studies; MEd (Psychology) Lecturer in Education Studies for 12 years

5.

Ms Aziza Mahbob Maktab Perguruan limu Khas Cheras, Kuala Lumpur

B.Ed (Guidance & Counselling); MA (Human Resource Development); School Counselor for 5 years; Lecturer in Education Studies for 12 years

6.

Dr. Boon Pong Ying I nstitut Perguruan Bahasa-Bahasa Antarabangsa, Kuala Lumpur

B.A(Hons), MEd(Testing and Evaluation), PhD(Testing and Testing) Lecturer in Education Studies for 17 years

1.

52



STRUKTUR DAN KOMPONEN KURSUS PERGURUAN LEPAS IJAZAH ( KPLI ) SEKOLAH RENDAH MULAI AMBILAN 2003 MATA PELAJARAN _

KOMPONEN ( A)

PENGAJIAN ASAS

( B)

PENGAJIAN PROFESIONAL

(C

( D)

(E)

PENGAJIAN KURIKULUM PERSEKO LAHAN

KOKURIKULUM

1. 2. 3. 4. 5. 6. 7_ 8. 9

LAMPIRAN A

JUItiILAH'

Bahasa Melayu Komunikasi Pengurusan Sumber Tamadun I slam Pendidikan Islam atau Pendidikan Moral Pendidikan Negara Bangsa Malaysia Pendidikan Alam Sekitar Muzik Dalam Pengajaran dan Pembelajaran Pendidikan Jasmani ur ( ..J. Al ll mu Pendidikan

uttildtt.{B },

1 2 1 1 I 1 1 1

kredit _ kredit kredit' kredit kredit kredit kredit kredit kre(J K

7 kredit .

10.

Major

8 kredit

11

Minor 1

4 kred t

1

Minor 2

4 kredit

Jur iah tC)

13, Kokurikulum • Pengurusan kokurikulum • Unit Berumform • Sukan JVT4fah ~D) JUMLAH KREDIT

J1 I MLAH KREDIT KESELURUHAN

{

)

:...,

3.,

htt

d

'

it

35 kredit 12 M ( 6 kredit ) 41 kredit

NOTA 1. 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, 1 minggu 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 sebelum praktikum 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



LAMPIRAN B MATA PELAJARAN KURSUS PERGURUAN LEPAS IJAZAH (KPLI) SEKOLAH RENDAH

PENGAJIAN ASAS 1.

Bahasa Melayu Komunikasi

Pendidikan Alam Sekitar

2.

Pengurusan Sumber

5.

3.

Tamadun Islam

7.

Pendidikan Jasmani Asas

4.

6.

$,

Pendidikan Negara Bangsa

Muzik Dalam Pengajaran clan Pembelajaran Pendidikan Islam atau Pendidikan Moral

PENGAJEAN PROFESIONAL

1.

Il mu Pendidikan

• • •

Psikologi Pendidikan Pedagogi Profesionalisme Guru

PENGAJIAN KURIKULUM PERSEKOLAHAN ( MAJOR) 1,

2.

Pengajian Bahasa Inggeris

3. 4.

Pengajian Agama I slam

Pengajian Matematik Pengajian Sains

PENGAJIAN KURIKULUM PERSEKOLAHAN (MINOR) 1.

2.

Matematik Sains

KUMPULAN SAINS DAN TEKNOLOGI 3. 4.

Kemahiran Hidup

Pendidikan Jasmani

KUMPULAN BAHASA DAN KUMPULAN SAINS SOSIAL

2.

3.

Bahasa Inggeris Bahasa Arab

Kajian Tempatan

4. 5.

Pendidikan Moral

Pendidikan Seni Visual



LAMPIRAN c KURSUS PERGURUAN LEPAS IJAZAH (KPLI) SEKOLAH RENDAH KOMBINASI MAJOR DAN MINOR

MAJOR

Bahmoa\ng g ehm

Agama slam

., -

i !

Sqins

i / . ~ !.

Ku ~ Bah mnad an~&aks S os ial

° ° ° ~

Matematik S aina K anmaNranHidup Pend i UikonJ a snnan j

• • °

KakanTe mpata n Pendidikan Mom! Pendidikan Seni Visual

~ ° °

Matematik Bmino

°

Bahasa Arab

° °

K e mmNnanH i dup PmndicUkanJ a srnani

°

Bahasa\n g gohs

° °

Kemahiran Hidup PendidikonJoon1ani

°

Bahaya\ng9 e hs

~

\

Mat em atik

Kumputan

MINOR 2 (pilih satu )

Kernmh nanHidup

Pend i dikmnJasnmmni

APPENDIX F

TERMINOLOGY FOR EDUCATIONAL STUDIES (ENGLISH LANGUAGE - MALAY LANGUAGE) aim

ENGLISH LANGUAGE

acceptable behaviour accountability achievement adolescent approach

assumption attention attitude aware

basic needs

beginning teachers

behaviour/character characteristics clarify

tujuan

MALAY LANGUAGE

tingkah laku yang diterima akauntabiliti pencapaian remaja

pendekatan andaian

perhatian/tumpuan sikap peka

keperluan asas

guru permulaan tingkah laku ciri-ciri

menjelaskan

classroom interaction

interaksi bilik darjah

compensatory education

pendidikan imbuhan

commitment competency conflict

concern

consolidation correction

current education system depress

describe

development drive

• education

educational values effect

emotional needs

iltizam

berketrampilan

konflik/sengketa

kepekaan/keprihatinan pengukuhan pembetulan

sistem pendidikan semasa murung

menghuraikan

perkembangan desakan

pendidikan

nilai-nilai keguruan kesan

keperluan emosi

ENGLISH LANGUAGE

MALAY LANGUAGE

environment

persekitaran

evaluation

penilaian

esthetic values experiential learning experience exposition

extra-tutoring

extrinsic stimulus

facilitator of learning field

frequency

futuristic studies generate gesture habit

honest

inculcation

i ndividual differences i nfluence identify

implementation

i mprove/increase/enhance/upgrading i nherent i n line

integration/holistic internalise

inter-related

nilai-nilai estetika pembelajaran melalui pengalaman pengalaman

pendedahan

pengajaran tambahan

rangsangan ekstrinsik

pemudahcara pembelajaran bidang

kekerapan

kajian masa depan menjana

gerak isyarat

kebiasaan/tabiat jujur

penerapan

perbezaan individu pengaruh

kenal pasti

pelaksanaan

meningkatkan sebati

selaras

bersepadu dan menyeluruh menghayati

sating berkaitan

insight

celik akal

learning

pembelajaran

inquiry discovery learning readiness l ess fortunate

life long learning

inkuiri penemuan kesediaan belajar

kurang beruntung

belajar sepanjang hayat

ENGLISH LANGUAGE

learning difficulties

hubungkaitkan

managing classroom

mengurus bilik darjah

materials meaning

measurement

bahan bantu mengajar

makna/pengertian/takrifan pengukuran

pembimbing

mutual respect

hormat menghormati

National Philosophy of Education nature of man needs

obstructing factor

s

bermotivasi rendah

mentor

moral practices

r

masalah pembelajaran

li nk

low motivated

1

MALAY LANGUAGE

opportunity

pattern recognition perception

performance

Philosophy of Teacher Education planning practise

problematic children pupil

amalan nitai-nilai murni Falsafah Pendidikan Kebangsaan fitrah manusia keperluan

faktor penghalang peluang

pengamatan

penanggapan prestasi

Falsafah Pendidikan Guru merancang amal

murid bermasalah murid

questionaire

soal selidik

reasoning

taakulan

relevant authorities

pihak-pihak tertentu

rating race

reduplication

reinforcement

remedial teaching

remembering and forgetting restrictive culture

pemeringkatan ras

penggandaan pengukuhan

pengajaran pemulihan i ngatan dan lupaan budaya tersekat

ENGLISH LANGUAGE

MALAYLANGUAGE

scrutinised

penelitian

School Orientation Programme

Rancangan Orientasi Sekolah

peer

self-concept

self-discipline

self-awareness

self-paced-learning set induction skills

social interaction sequence sincere

student

student teacher strengthen set

socio-drama

supplementary menu task/assignment

teaching and learning tenets

sebaya

konsep kendiri disiplin kendiri

kesedaran kendiri

pembefajaran arah kendiri induksi set kemahiran

interaksi sosial urutan iklas

pelajar sekolah menengah guru pelatih perkukuh gubal

lakonan

menu sampingan tugasan

pengajaran clan pembelajaran

Berasaskan prinsip/kepercayaanfteori

Test Blue Print/Table of Specification

Jadual Penentu Ujian

testing

pengujian

ti me allocation

training package understand

ultimate aim upright valid

validity value

virtue

peruntukanmasa pukal latihan faham

tujuan muktamad l uhur sah

kesahan nilai

sifat murni