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FAKULTI PENDIDIKAN DAN BAHASA IJAZAH SARJANA MUDA PENGAJARAN SEMESTER MEI / 2014 ================================================================== OUMH2203 ENGLISH FORzusma_4646@yahoo.com.my PUSAT PEMBELAJARAN : PPP Kedah " id="pdf-obj-0-2" src="pdf-obj-0-2.jpg">

FAKULTI PENDIDIKAN DAN BAHASA IJAZAH SARJANA MUDA PENGAJARAN SEMESTER MEI / 2014

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OUMH2203

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650929075509001

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650920075509001/OUMH2203 Proposal on Continuous Professional Development Courses for Teachers ENGLISH FOR WORKPLACE COMMUNICATION OUMH2203

650920075509001/OUMH2203

Proposal on Continuous Professional Development Courses for Teachers

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650920075509001/OUMH2203 Table Content Topic ……………………………………………………………………… ............ 2 Table Content………………………………………………………………………. 3 1.0 Introduction…………………………………………………………………4 1.1 Objectives………………………………………………… .............. 5

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Table Content

Topic ………………………………………………………………………

............

2

Table Content………………………………………………………………………. 3

  • 1.0 Introduction…………………………………………………………………4

1.1

Objectives…………………………………………………

..............

5

  • 2.0 Present Situation…………………………………………………………… 5

  • 3.0 Rationale…………………………………………………………………… 6

  • 4.0 Advantages………………………………………………………………… 8

4.1 Life-long learning for teachers………………………………………….8

  • 4.2 Boost teachers’ career………………………………………………… ..

9

  • 4.3 Improving Teachers’ Professional Development……………………… 10

5.0

Support Students’ Learning…………………………………………… 10

Targeted Audiences………………………………………………………

..

10

  • 6.0 Conclusion…………………………………………………………………. 10 REFERENCES……………………………………………………………

..

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650920075509001/OUMH2203 Proposal on Continuous Professional Development Courses for Teachers 1.0 Introduction Educators, as known as teachers

650920075509001/OUMH2203

Proposal on Continuous Professional Development Courses for Teachers

1.0 Introduction

Educators, as known as teachers commonly, must understand the concepts in processing professional development and what it mean a lot to education. Globally, in National Staff Development Council (2007), they have created a set of nine standards that all professional development should follow. They include content knowledge and quality teaching, research-basis, collaboration, diverse learning needs, student learning environments, family involvement, evaluation, data-driven design, and teacher learning. However, it does not determine whether accountable measures are being gathered to determine if this information has benefited the education system as a whole. Ever since the publication of “A Nation Risk” in the year 1983, the education system around the world has been fixated on raising student performance. On the last two decades, public has witnessed the coming and going many initiatives design to achieve it at the end, which mean through the restructuring of schools and programs, plus the development of standards, curricula, teaching materials, and also, standardized assessments.

In many countries recently, the role and functioning of schools are changing and so is what is expected for teachers. Teachers today are asked to teach increasingly multicultural classrooms, whereas to place greater emphasis on integrating students with special learning needs in their classrooms, thus to make more effective use of information and communication technologies for teaching. Plus, they are also need to engage more in planning within the evaluative and accountability frameworks, which means they have to do more to involve parents in schools. No matter how good pre-service training provided for teachers are, it still cannot be expected to prepare teachers for all the challenges they will face throughout their careers. Education systems therefore seek to provide teachers with opportunities for in- service professional development in order to maintain high standard for teaching and to retain a high-quality teacher workforce.

The main reason of the failure or resist the effectiveness of professional development is that too little attention has been paid to what actually goes or happen in the classroom. This paper is made to propose for a refocus our attention on the classroom environment, specifically on the urgency of providing teachers for a professional development that possible

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650920075509001/OUMH2203 to bring changes in teachers’ behavior in ways to lead and driven to improve the

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to bring changes in teachers’ behavior in ways to lead and driven to improve the students’ performance. In addition, this paper is also calling for the ongoing need for the effectiveness in teachers’ professionalism development. Plus, this proposal will also describe the characteristics of high-quality professional development and introduce a case for an unconventional approach to professional development that allows teachers to acquire and practice new skills over time.

1.1 Objectives

The objectives of the Continuous Professional Development Courses for Teachers are as follow;

1. to acknowledge teachers who are good in their field or subjects 2. to improve the quality of teaching 3. to promote teachers without their leaving teaching behind or changing to administrative duties.

2.0 Present Situation

Nowadays, the environment in which teachers working plus the demands placed upon them by our society are increasingly complex globally. As minister has noted that teachers today need the strive to equip learners with a wide range of skills that they will require to take their place, or fit in themselves in a world that is in constant evolution, which this will hasten the needs for the development of more competence-centered approaches to teach in school, especially in the classroom. There are also come together with greater emphasis on learning outcomes. Pupils recently are increasingly expected to become more autonomous learners and to take responsibility for their own learning. The learners in any class may come from an increasingly wide range of family backgrounds and may have a very broad range of abilities.

According to this context, even initial teacher education of the highest quality seems cannot provide them with the knowledge and skills that necessarily for a lifetime of teaching. Today, teachers are called upon not only to acquire new knowledge and skills but also to develop them continuously. The education system and professional development of every teacher needs to be seen as a lifelong task, in additionally to be structured and resourced

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650920075509001/OUMH2203 accordingly. As to equip teaching body with the skills and competences needed for its new

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accordingly. As to equip teaching body with the skills and competences needed for its new roles, it is necessary to have both quality initial teacher education and a coherent process of continuous professional development to keep teachers up to date with the skills required in a knowledge-based society. As schools become more autonomous, with open learning environment, teachers assume greater responsibility for the content, organization, and also monitoring of the learning process, as well as for their own personal career-long professional development.

The philosophy of teacher education formulated in 1982 determined the direction of teacher education. The philosophy gives emphasis to the desire to educate and produce teachers who are noble and caring, knowledgeable and skilful, creative and innovative, resilient and competent, scientific in outlook, committed to upholding the aspirations of the nation, proud of their heritage and dedicated to the development of the individual and preservation of a united, progressive, and disciplined society. This underlying philosophy is translated in principle to the teacher curriculum, which encourages the development of a balanced, well-rounded individual, who is a trained and skilled individual thus ensuring that the ministry aspirations are met.

Fortunately, the Ministry of Education’s (MOE) main concern is to provide pre- service as well as in-service training for its teachers in order to meet the needs of its schools. Both the teacher training colleges and universities undertake the mission of teacher education and training. Before the establishment of the Ministry of Higher Education (MOHE) on 27 March 2004, teacher education and planning were under the jurisdiction of the Ministry of Education (MOE). Since 2004 secondary and primary school teacher training were separated and given to MOHE and MOE respectively. The MOHE trains the secondary school teachers via government-funded universities and the MOE trains primary teachers via the Institute of Teacher Education (ITE), to ensure professional development is encouraged and its goals and aspirations are achieved.

3.0 Rationale

In

workplaces,

professional

personal

development

650920075509001/OUMH2203 accordingly. As to equip teaching body with the skills and competences needed for its new

refers to the acquisition of skills and

knowledge, both for

development

and for career advancement. Professional

development encompasses all types of facilitated learning opportunities, ranging from college

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650920075509001/OUMH2203 degrees to formal coursework, conferences and informal learning opportunities situated in practice. It has been

650920075509001/OUMH2203

degrees to formal coursework, conferences and

informal learning

opportunities situated in

practice. It has been described as intensive and collaborative, ideally incorporating an evaluative stage. Teachers are an important workforce for achieving the Malaysian educational aims in enhancing the education quality and developing the human capital of the nation. The need for professional development for teachers in Malaysia was recognized as early as 1995 by a special committee set up by the Education Ministry to look into teachers’ professionalization, professionalism and professional development. Teachers’ professional development was recognized as a means to enhance the teaching profession. Some of the recommendations put forward by the committee were;

(i) Teachers should be encouraged to attend in-service courses (ii) Teachers should be encouraged to further their education (iii) Opportunities should be given to teachers for study visits overseas to study current developments in education (iv) Induction program be given to teachers appointed to new posts and with new responsibilities (v) Management courses be provided to those teachers who have been promoted to head teachers (vi) Staff rooms should be subject-based (vii) Teacher centers should facilitate the professional development of teachers; they should be built in strategic locations, equipped with modern technology, fully funded and adequately staffed (Mohd Sofi Ali, 2002).

The definition recognizes that development can be provided in many ways, ranging from normal to the informal. It can be made through external expertise in the form of courses, workshops, or formal qualification programs, where through collaboration between schools or teachers across schools. For example, an observational visits to other schools or teacher networks. In addition, it also can be made through collaboration within the schools in which teachers work itself. In this last case, development can be provided through coaching, mentoring, collaborative planning and teaching, and the sharing of good practices. There are several rationales lies behind the professional development courses for teachers, such as it possible;

3.1 to update individuals’ knowledge of a subject in light of recent advances in the area;

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650920075509001/OUMH2203 3.2 to update individuals’ skills, attitudes, and approaches in light of the development of new

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  • 3.2 to update individuals’ skills, attitudes, and approaches in light of the development of new teaching techniques and objectives, new circumstances and the new educational research;

  • 3.3 to enable individuals to apply changes made to curricula or other aspects of teaching practice

  • 3.4 to enable schools to develop and apply new strategies concerning the curriculum and other aspects of teaching practice

  • 3.5 to exchange information and expertise among teachers and others, such as for academics, industrialists

  • 3.6 to help weaker teachers become more effective

Bear in mind that professional development can succeed only in setting, or contexts, that support it. Probably the most critical part of the support must come from administrators. The outcome of every professional development initiative will depend ultimately on whether its administrators consider it important. For this reason, buy-in on the part of administrators such as directors, superintendents, or principals, is critical to success.

4.0 Advantages

4.1 Life-long learning for teachers

Educational expectations and curricula are constantly evolving. Advances in

technology require new skills and

offer new ways of learning, both in school and later in a

complex and changeable job market. Professional

development helps teachers keep up with

those changes and pass them on to their students. Professional development is more than

large conferences

offering a variety of sessions to a large number of participants at one time.

There are workshops and seminars, bringing an expert

or experienced teacher to an interested

audience for a guided practical discussion of an educational situation within a smaller

group.

Round table discussions, similar to workshops, allow a group of stakeholders to share their

views on a situation or

educational issue. Professional development can be a solo effort, too.

Books, magazine articles and lesson plan packages provide a resource and

reference for

teachers unable to attend professional development sessions. University courses to upgrade a

teacher's skills and

knowledge in a formal, regulated way, offer the opportunity to move into

a new area of expertise or broaden understanding of the

needs of a particular student group.

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650920075509001/OUMH2203 4.2 Boost teachers’ career The professional development courses can boost teachers' careers, which is preparing

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4.2

Boost teachers’ career

The professional development courses can boost teachers' careers, which is preparing

them

for supervisory positions and helping them get pay increases. And, when teachers

participate in

professional development, it can be good for the students, too. Students of

national board certified teachers

who completed additional professional development courses

have been shown to score higher on

have been shown to score higher on like this make the investment in

like this make the investment in

achievement tests. For many teachers, accomplishments

professional development well worth the effort.

Opportunities for active learning, content knowledge, and the overall coherence of

staff

development are the top three characteristics of professional development.

Opportunities

a focus on

for active learning and content specific strategies for staff development refer to teacher application of learned

for active learning and content specific strategies for staff development refer to

teacher application of learned material. They described effective professional

development as a prolonged

facet of classroom instruction that is integrated, logical and on-

going and incorporates standards, assessments,

experiences that are consistent with teachers’ goals; aligned with

other reform initiatives, and beset by the best research evidence, thus,

positively benefit teachers to upgrade their skills and knowledge in their own field.

 

4.3

Improving Teachers’ Professional Development Support Students’ Learning

Teachers will get benefit from the courses through the direct linked to their job, as for as teaching and educate their students in the classroom. In the mean time, teachers have time to get engage in their workforce, by learning the way like other professionals did, in continually, collaboratively, and on the job. They can easily address the common problems and crucial challenges where they work in. As every aspect of school reform depends on highly skilled teachers, it is very crucial time to build a useful policy system that encourages excellent instruction and strong student learning, plus it is very important to consider both teacher qualities. In this case, the system can recruits the right people and prepares them effectively, thus, providing the most effective and encourage practices and supportive condition for them in their workplace.

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5.0 Targeted Audiences 650920075509001/OUMH2203 This professional development courses is suitable for all stages of teachers in
  • 5.0 Targeted Audiences

650920075509001/OUMH2203

This professional development courses is suitable for all stages of teachers in all over the Malaysia, including the administration staff in the school. This courses are designed to assist both district and school site personnel, thus all workers who work in education field will gain the same benefit and knowledge on how to develop their skills, so that they have responsibilities to extend the boundaries of professional knowledge through a commitment to reflect practice, through research, and through the systematic engagement in continuous professional development from the beginning to the end of their careers.

  • 6.0 Conclusion

Education has always been of the highest priority in Malaysia as it strives to attain the status of a developed nation. The Malaysian government invests a large proportion of its annual The Malaysian government invests a large proportion of its annual human resource development. With globalization and high paced technological developments worldwide, Malaysia too heightens its endeavor to remain in the forefront with the current developments. The Ministry of Education and its agencies caters towards the training and retraining of its teachers to accomplish its vision and mission. Teachers in Malaysia have become the driving force to raise the capacity of knowledge and innovation and nurture the ‘first class mentality’ among their students. Measures have been taken by the government to enhance quality education and training to be in par with international best practices. While keeping in pace with the frequent changing trends the teacher professional development has undergone a tremendous change and advancement for the betterment of the society and nation at large. The teacher training curriculum has been strengthened to develop teachers as competent managers of teaching and learning. Teachers have become efficient to a greater extent in the use of ICT to create and implement innovative teaching techniques though, a handful of hardcore teachers have refused to be part of the change. The government has facilitated this effort with computers, laptops, and LCDs enabling the teachers in their progression towards development. Teachers are offered incentives, remunerations, and certificates when they excel in their performance which instills in them the desire to do even better in their services and uphold their status as excellent teachers. The heads of school and principals are recognized when their school outshines better than other schools enabling them to be certified as high performing schools. Teachers are encouraged to better their qualification in their

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650920075509001/OUMH2203 various fields of specialization and the government is still not far from achieving its goal

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various fields of specialization and the government is still not far from achieving its goal of making its 25% of its primary and 100% of its secondary school teachers’ graduates. Investment in the younger generation ensures a definite enhancement in human capital and a knowledge-based economy. The steps taken by the government to increase the quality of the pre-school education is an engraved bonus to our future success. If as a society the parents, teachers, educational institutions, government and educators all give a hand towards growth and progress, nothing can stop our accomplishment and achievement. Teachers of Malaysia

today are the best potters who can mould the future generation of leaders and they are the key in developing a knowledge-based society moving towards excellence, glory and distinction.

REFERENCES

(2558 words)

Mohd Sofi Ali. 2002. Professional development of ESL teachers in primary school. Journal of Education IPBA. 2(5): 43-62.

National Staff Development Council. 2007. NSDC’s standard for staff development. Oxford, OH: Author.

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