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TABLE OF CONTENTS Page Foreword Conceptual Model Of Teacher Education Introduction Goals Overall Objectives Content and Time Allocation Instructional Strategies Supplementary Activities Educational Psychology Pedagogy Teacher Professionalism Assessment Suggested Course Work References Panelists Of Subject Outline and Syllabus For Post Graduate Diploma in Teaching Primary School it 'U I 2 3 4 5 6 8 20 34 42 41 43

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TABLE OF CONTENTS Page

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

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

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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.

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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 :

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

Nilai :

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.

Overall Objectives The curriculum for Education Studies (Primary School) has been designed to enable students to: 1. 2. 3. 4. 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; master and practise effective communication when helping students learn; understand and appreciate the aims of the National Philosophy of Education and the Philosophy of Teacher Education in curriculum management and development; interpret the aims of the Integrated Curriculum For Primary Schools and to i mplement it;

5. 6. 7 8. 9, 10,

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; apply teaching models in the teaching and learning process; carry out evaluation on teaching practices to discern the performance of pupils as well as to improve the quality of teaching and learning; acquire skills for carrying out remedial, enrichment and inclusive activities in the classroom. education

CONTENT AND TIME ALLOCATION

Component 1. Educational Psychology

Hours/ 30 45 30 Total 105

Credit 2 3 2 7

2_ Pedagogy 3. Teacher Professionalism

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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

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 2.3

Topic/ Subtopic Motivation

Activity Discuss myths related to motivation Taking notes, analyzing and interpreting quotations regarding self-concept Analyzing the Annual Guidance and Counselling Programme of a Guidance and Counselling Unit and identify the planned guidance activities 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 Identify an effective teacher and describe his/her classroom routine practice and leadership styles Study CDCITED documents on teachingl earning strategies of smart pedagogy to see its application in the classroom Use computer software Quest to formulate and analyze test items Prepare a teaching portfolio

3.2 Self-Concept

5.2 Role of teachers in guidance and counseling 6.0 Bahavioural Problems

1.3 Classroom Routine

Pedagogy

4.5 Strategies of teaching and learning of smart pedagogy 6.5 Item Construction 8.5 Alternative Assessment

Component

Topic/ Subtopic

Activity

9.1

Remedial Education

Smart partnership with State Education Department/school to obtain information on learning problems. Participate in remedial resource preparation workshop Field trip to school with inclusive education programme Attend courses: trainer training, stress management, time management etc to enhance internal strength

9.3 Inclusive Education Teacher Professionalism 7.0 Challenges to the teaching profession

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COMPONENT 1: SYNOPSIS

EDUCATIONAL PSYCHOLOGY ( 2 Credits, 30 Hours)

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;
i dentify individual differences, needs and personalities of children;

M.

iv. v. vi. vii.

inculcate the thinking habit in pupils and discern various learning styles in order to enhance the learning process of the pupils; clarify the basic concept and principles of guidance, master and practise effective communication skills; and explain the behavioral problems of pupils and apply ways to modify such behaviors.

COMPONENT I:

EDUCATIONAL PSYCHOLOGY

TOPICS AND TIME ALLOCATION

1. 2. 3. 4. 5. 6.

Concepts of Psychology and Educational Psychology Nature of Man Development of Personality and Self-Concept Thinking and Learning Styles Guidance in Education Behavioral Problems

2 hours 8 hours 3 hours 4 hours 8 hours 5 hours

TOTAL

30 hours

KNOWLEDGE 1. Concepts Of Psychology And Educational Psychology (2 Hours) 1.1 Concept of Psychology and its Importance 1.2 Concept of Education 1.3 Concept of Educational Psychology and its Importance

SKILLS

VALUES/NOTES

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

Strategy Lectures Group discussion Futuristic Studies

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

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

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

l0

KNOWLEDGE

SKILLS

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

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 Ways a Teacher Can Help Pupils to Achieve Optimal Development

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

22 Human Potential

Plan ways a teacher can help students achieve optimal development

Multiple Intelligences Concept and Types of Multiple Intelligences Ways a Teacher Applies Multiple Intelligences in The Teaching and Learning Process Emotional Intelligence (EQ) Concept of Emotional I ntelligence Daniel Goleman's Theory Ways a Teacher Can Help Students Develop and Manage Their Emotional I ntelligence

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

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

Strategy Examples of case

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KNOWLEDGE

SKILLS

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

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

Explain concept and types of motivation Describe factors that influence motivation Visualization of factors that shape motivational levels Predict pupil behavior based upon their motivational levels

Effects of Motivation on Students Anxiety Attitude Change Curiosity Locus of Control Learned Helplessness Environment of Pupils Ways a Teacher Can I ncrease Motivation of Pupils Environment for Teaching and Learning Cooperative and Collaborative Learning Positive and Negative Reinforcement Implications of Motivation on the Teaching and Learning Process (before, while and after the teaching and learning process)

Thinking Skills Compare and contrast the effects of positive and negative motivation on students List ways a teacher can motivate pupils in a variety of situations

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

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KNOWLEDGE

SKILLS,

VALUESINO

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

Discerning individual differences through observation

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

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 I mplication for Teachers

Relating i ndividual differences to the teaching and l earning process

3.

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.

Strategy Examples of case Values Awareness Concern

i3

KNOWLEDGE

SKILLS

VALUES/NOTES

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

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

Strategy Contextual learning

4.

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

Types of Thinking Lateral Vertical Critical Creative Divergent Convergent

Understand concept and definitions of types of thinking Master types of thinking through simulation activities

Strategy Generative Collaborative

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KNOWLEDGE

SKILLS

VALUES/NO

Ways to Cultivate Pupils' Thinking Skills

Relating Right Brain t Left Brain hemispheres with critical and creative thinking skills (Split Brain Theory by Roger Sperry) Identify ways teachers can cultivate pupils' thinking skills

Strategy Generative(D I nquiry) Values

Every human unique

4.2 Learning Styles

Definition and Types of Learning Styles

Identifying learning style preferences of students List teaching and learning activities i n accordance to learning styles of pupils

Dunn and Dunn Model I mplications on Teaching and Learning Process

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

Approaches to Guidance Development Prevention Remedial Education Crisis

Give operational definitions for concept, approaches and types of guidance

Strategy

Problem solvinc

Strategy Project

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: KNOWLEDGE '

VALUESINOTES

.Types of Guidance Individual Group 5.2 Role of Teachers i n Guidance and Counseling 5.3 Communication Interpersonal

Planning and implementing guidance activities in schools

Concept I nterpersonal Communication Skills Building Relationships Paying Attention Active Listening Using Appropriate Language Understanding Body Language Giving Appropriate Responses Barriers to communication Physical Psychological Environmental Social Implication of Using Communication Skills in Creating Effective I nterpersonal Relationships

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

Discussion based on situational pictures

Applying effective communication skills

Values

Awareness of the importance of interpersonal relationship

Strategy Directive Simulation

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NOWLEDG

;_SKILLS

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 List and classify types of behavioral problems Ways to identify pupils with behavioral problems Strategy

~'

Mediative

Non-test Methods observation interview Research Methods case studies document studies cross-sectional studies l ongitudinal studies

Thinking skills Graphic organ classification

6.4 Behavior Management Definition Process Objectives

Strategy

Simulation Futuristic Studi Empathy towar needs of studen

I ncrease and Maintenance of Desirable behaviours Decrease and extinction of undesirable behaviors

Values

Thinking skills Graphic organiz classification

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KNOWLEDGE

SKILLS

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 Self-reinforcement Isolation

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

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

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

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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.

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COMPONENT 2; SYNOPSIS

PEDAGOGY (45 Hours, 3 Credits)

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; relate learning theories with classroom management, planning and implementation of teaching; apply various teaching models in the teaching and learning process: implement evaluation on teaching and learning practice with the aim of identifying pupils performance to enhance the quality of teaching and learning; i dentify various learning problems for remedial purposes; conduct remedial and enrichment activities in the classroom, and identify roles of teacher in inclusive education.

ii. iii. i v. v. vi. vii.

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COMPONENT 2: PEDAGOGY

TOPICS AND TIME ALLOCATION 4 hours 4 hours 8 hours 13 hours 4 hours 4 hours 2 hours 6 hours 45 hours

1. 2. 3. 4. 5. 6. 7.

Classroom Management I nteraction and Communication in the Classroom_ Theories and Process of Learning Teaching Testing and Evaluation Basic Statistics Primary School Based Assessment Remedial, Enrichment and Inclusive Education Total :

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

SKILLS

VALUESINOTES

Physical Lay-out Plan

Social

Functions of Lay out Plan Class Rules and Regulations Sociometry Teacher Leadership

Provide conducive classroom environment to promote effective teaching and learning process. Identify aspects of good classroom management

Strategies Generative Discussion Brainstorming Values

Emotional

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

Values Aware of the importance of routine in teaching and learning

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KNOWLEDGE

SKILLS

VALUES/NOTES

Learning Routines (that support teaching and learning: collecting books, marking, distributing resources and books etc) I nteraction Routine (that determine patterned interaction; when and how interaction should happen)

Describe and set up classroom routines that promote learning

1.4. Classroom Discipline ' Concept Causes of Discipline Problems in the Classroom Ways to handle Discipline Problems in the Classroom

Identify causes of discipline problems in the classroom

Constructive warning Punishment Prevent misbehaviour Managing Discipline without stress

Supplementary Menu

Practise appropriate disciplinary strategies

Practise appropriate procedures to enhance classroom discipline

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

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KNOWLEDGE Z, I nteraction and Communication in the Classroom ( 4 hours) 2.1- Classroom Interaction 2.2. Types of Interaction and their Significance 2.3. Ways to Create Effective Classroom Interaction 2.4. Classroom Communication

SKILLS

VALUESINOTES

Create various interaction patterns in the classroom Create effective classroom interaction in the classroom

Strategies Discussion Simulation Directive

Types of Communication Communication Models

Obstacles and Barriers to Communication

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

Ways to Create Effective Communication in the Classroom

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KNOWLEDGE 3. Theories and Process of Learning ( 8 hours) 3.1. Concept of Learning 3.2. Theories of Learning

SKILLS

VALUESINOTES

"

Behaviourist Cognitive Social

Compare and contrast theories and the learning process

Strategies Discussion Library research Thinking Skills Graphic Organizer:: Compare and contrast Values Aware that a strong opinion is backed b a theory,

Humanistic

Constructivist

3.3. Process of Learning

Learning readiness (Pengamatan) Perception

Pattern Recognition

Relate theories and the process of learning in the classroom

(Penanggapan)

Remembering and Forgetting Transfer of Learning

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)

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

25

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

SKILLS

VALUESINOTES

Explain the concept of teaching

Expository

Strategies Directive Demonstration Self Directed Learning Source information through internet

I nformation processing I nquiry Project

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

Values

4.3. Teaching Strategies

Teacher Centered Student Centered Resource Based Describe the strategies of teaching

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

Task Based

4.4. Teaching Approaches

Integration Inductive Eclectic Deductive

List down the characteristics of each teaching approach.

4.5. Strategies of Teaching and Learning in smart pedagogy


Values

Directive

Mediative

Generative Contextual

Observation

Identify various teaching strategies of smart pedagogy.

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

26

KNOWLEDGE Metacognitive Field study Futuristic studies Cooperative/

SKILLS

VALUES/NOTES

Mastery Learning Collaborative Application of generic skills: thinking skills, i nformationcommunication technology skills (i CT), facilitating skills, learning skills, and evaluation and assessment skills. Supplementary Menu Refer to CDC/TED' documents on teaching and iearnO strategies of smart pedagogy to look int its application in classroom .

4.6 Integration of Generic Skills in Teaching and Learning

4.7 Methods and Techniques of Teaching

Learning through Play Role Play Thematic Brainstorming I ntegration

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

Note TOC (refer to Appendix D

Story Telling

Facilitating (including facilitating skills) Discussion Inquiry

Demonstration

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

Problem Solving [Theory of Constraint (TOC)]

27

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

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

VALUESINOTES

Testing and Evaluation (4 hours) 5.1 Concept of Measurement, Testing and Evaluation. Aims of Testing and Evaluation Elaborate the aims and functions of evaluation in teaching and learning 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

5.2 Main Characteristics of Tests 5.3 Types of Testing and Evaluation

Identify the main characteristics of tests

Formative and Summative Tests

Performance and ` Pencil and Paper' Tests

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

Speed and Endurance Tests

Norm-referenced and Criterionreferenced Tests

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

28

KNOWLEDGE 5.4 Test Blueprint / Table of Specifications (JPU)

SKILLS

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

Main Characteristics

Constructing Test Blueprints

Construct Test Blueprint (apply principles of testing I main characteristics of tests) Elaborate on the steps in building tests. State the importance of test blueprints in item building. Determine test item quality.

The Importance of Test Blueprints

5.5 Item Construction

Objective Items

Subjective Items

5.6 Marking Approaches

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

Supplementary Men

Analytic Marking Holistic Marking

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

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

29

KNOWLEDGE 6.5 Data Interpretation and Report Writing

SKILLS Analyze and interpret data for report writing

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

Primary School Based Assessment (PKSR) (2 hours) 7.1 Definition 7.2 Principles 7.3 Aims 7.4 Methods of Conducting PKSR 7.5 Alternative Assessment Portfolio Presentations l Practicals Observation Strategies I nterview primary school teachers on the implementation of PKSR Directive

Use various types of authentic and valid assessment to evaluate pupils performance State types and characteristics of portfolios Use portfolio as an alternative assessment

Values Aware of various authentic alternative evaluation methods. Supplementary Menu

Prepare a teaching portfolio

30

KNOWLEDGE 8 Remedial, Enrichment and Inclusive Education (6 hours) 8.1


SKILLS

VALUESINOTES~

Remedial Education (3 hours)

Concept, Rational and objectives of Remedial Education Learning Difficulties Causes of Learning Difficulties Types of Learning Difficulties (3Rs)

Explain concept, rational and objectives of remedial education identify factors causing Identify types of
learning difficulties 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.

Methods of Identifying Learning Difficulties Role of Teachers in Conducting Remedial Teaching

Master the skills of identifying learning


difficulties

l earning difficulties (3Rs)

conducting skills remedial activities

resources for remedial activities

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

KNOWLEDGE 8.2 Enrichment Education (2 hours)

SKILLS Explain concept, rational and objectives of enrichment I dentify various types of enrichment activities: Reading Writing Arithmetic

VALUES/NOTES

Concept, Rational, and objectives of Enrichment Programmes Types of Enrichment Activities

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

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

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

Supplementary Menu Field trip to school with inclusive education programme

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

32

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

through research. The enhancement of knowledge and skills will also help in preparing

state the needs of the National Philosophy of Education and Philosophy of Teacher Education in the teaching service; describe the concept of curriculum, types of curriculum and factors that influence development and change in the curriculum; interpret the needs of the Primary School Integrated Curriculum in the context of the National Philosophy of Education; explain the roles of teachers in implementing changes in curriculum; conceptualize teaching as a profession and identify characteristics of professional teachers; outline the various tasks and roles of professional teachers; practise teaching values and attitudes to enhance professional qualities, and interpret the imminent challenges in the teaching profession.

iv v. vi. vii. viii.

f4

TOPICS AND TIME ALLOCATION Fundamentals of the National Philosophy of Education and Philosophy of Teacher Education 2. 3. 4. 5. 6. 7. Management and Development of Curriculum Teaching as A Profession Teachers and the World of Education Teacher Professional Skills Enhancement of Professionalism of Teachers Challenges in the Teaching Profession TOTAL

6 hours 9 hours 4 hours 2 hours 2 hours 4 hours 3 hours 30 hours

35

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 Strategies Discussion Brainstorming Lecture Forum Debate Values I nternalise FPK and FPG towards nation building

Philosophy Education

1.2 Western Philosophy of Education Traditional (Perennialism,

Modern (Progressivism

Essentialism)

Reconstructionism)

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

Compare and contrast philosophies of education from the western and Islamic points of view. Explain the factors that influence the development of FPK. Elaborate elements in the FPK Describe FPG based on goals and Teacher Education Conceptual Model.

Aware of the roles of educators in nation building.


Thinking Skills Graphic Organizer Compare and contrast

1.5 Philosophy of Teacher Education (FPG)

Goals

Teacher Education Conceptual Model

Professional Values of Teachers

1.6 Implications of FPK and FPG to teachers as educators 36

XNOWLEDGE.`

SKILLS

VALUESINOT

Management and Development of the Curriculum (9 hours)

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

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

Strategies

Discussion Directive
Group

Values I nternalise the rol the education sy nation building

2.2. Factors that influence Development and Change in the Curriculum

Describe the of curriculum Formal curriculum Hidden curriculum

2.3. Primary School I ntegrated Curriculum ( KBSR)

Explain the factors that i nfluence development and change in the curriculum I ndividual Community and Nation Universal Analyze and interpret main characteristics of KBSR in the context of FPK. Play role as curriculum i mplementer

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

Goals

Objectives

Main Characteristics Structure Components

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

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

Resource

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

37

3. Teaching as A Profession (4 hours) 3.1. Concepts of Professional and Nonprofessional 3.2. Code of Ethics of the Malaysian Teaching Profession 3.3. Teacher Accountability towards:

Study professional and nonprofessional concepts and its relation to the teaching profession Compare and contrast professional and nonprofessional characteristics of teaching career Study and discuss the characteristics and qualities of professional teachers Study and analyze the code of ethics of the Malaysian Teaching Profession

Strategies Discussion Examples of cases Collaborative learning

School Pupil

Behaviour Profession Community

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

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

Graphic Organizer Compare and contrast

The Teacher and the World of Education (2 hours)

Knowledge Practitioner

Skill Practitioner Educator (Educare I Educere)

Value Inculcator

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

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

Socialization Agent

WLED

~-

SKILLS

AI'UESINOTr,,

Change Agent Community innovator

Nation-Builder Knowledge Disseminator Caring I ntellectual Mentor

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

Values Uphold knowledg Diligent Cooperative

Consultant Manager Patriot

I nternalise the wo education and act line with national development

Researcher

Professional Skills (2 hours) Skills

Learning

Thinking

Master professional skills in learning and thinking

Planning

Communicating Managing Managing ICT

Facilitating

Master skills of interacting Master skills of managing ICT. Act as information collector and idea 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

Researching and Acquiring I nformation 1 Knowledge Activist and Knowledge Generator

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

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

Reflection on action Reflection in action Reflection for action

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

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

Plan professional development based on current trends to face future challenges

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 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) Teacher Professionalism 2) Journal Writing (Individual) 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 10 Percentage

20

10

10

42

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43

Bono, E. de. (1991). Teaching Thinking. London: Penguin Books Ltd. Borders, L.D. & Drury, S. U. (1992). Counseling Programs - A Guide to Evaluation. California: Corwin Press. Bruner,J. (1966). Towards a Theory of instruction. New York: Newton Bruner,J. (1960). The Process of Education. New York : Vintage Carr, W. & Kemmis, S. (1987). Quality in Teaching. London: The Falmer Press Chang, R.Y. & Kelly, P.K_ (1993). Step-By-Step Problem Solving. London: Kogan Page. Chua Tee Tee & Koh Boh Boon. (1992). Pendidikan Khas dan Pemulihan: Bacaan Asas. Kuala Lumpur: Dewan Bahasa dan Pustaka. Craft, A. (1996). Continuing Professional Development. London: Routledge Publishing Co. Dalton, J. (1989). Adventures in Thinking and Co-operation Talk in Small Group. Melbourne: Thomas Nelson Australia. Day, C. (1999). Developing Teachers: the Challenges of life long learning. London: Farmer Press, Dorothy, J.B. (1998). The School Counselor's Book of List. New York: Macmillan Eggen, P. D. & Kauchak,D. P. (1979). Strategies for Teachers. NJ: Prentice Hall. Elliot, J. (1993a). Three perspectives on Coherence and Continuity in Teacher Education. In Elliot, J. (Ed.). Reconstructing Teacher Education: Teacher Development. London: The Faimer Press. Fleet, Alma & Martin, Lilian (1984). Thinking It Through: Ideas for Classroom Organisation. Melbourne: Thomas Nelson Australia. Fleming, L. E. (1994). Becoming a Successful Student. Evanston IL: Harper Collins. Fogarty, R. & Bellanca, J. (1990). Teach Them Thinking. Australia: Brownlow Education for Applied Reseach for Education. Gardner, H. (1985). Frames of Mind. New York: Basic Books. -Gardner, H. (1991). Multiple Intelligences: The Theory in Practice. New York: Basic Books. Glassman,W.E. (1995). Approaches to Psychology. Open University Press. Glower, D. & Law, S. (1996). Managing Professional Development in 44

Education. London: Kogan Page Ltd. Goleman, Daniel. Bantam.

(1999).

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New

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Good, T.C & Brophy. J.E Longman, Inc.

(1997).

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New York: Addison-Wesley California: Corwin

Guskey, T. R. (2000). Evaluating Press Inc_

Professional Development.

Gutek, L. G. (1998). (2" d . ed.). Philosophical and Ideological Education. Boston: Allyn and Bacon. Hadfield, Jill.

Perspectives on

Harris, J. K. & Lierbert, R.

Hewit, J. & Whitter, K. S. (1998). Teaching Methods for Today's Collaboration and Inclusion. Boston: Allyn and Bacon. Hopkins, David. (1993). A Teacher's Guide Buckingham: Open University Press.

M. (1987). The Child: Development Through Adolescence. London: Prentice-Hall Inc.

(1992).

Classroom Dynamics, Oxford: OUP.

from Birth

Schools:

to

Classroom

Research.
Essex:

Johnson, K. & Morrow K. (1981). Communication in Longman Group Ltd. Joyce, B. & Weil, M. (1986). Prentice-Hall Inc

the Classroom.

Models of Teaching.

Englewood Cliffs, N. J.:

Keating, B. et al. (1990). A Guide to Positive Disciplin. Boston: Allyn and Bacon. Kementerian Pendidikan Malaysia. (1999). Perangkaan Pen didikan/Educa tional Statistics 1999. Kuala Lumpur: Bahagian Perancangan dan Penyelidikan Dasar Pendidikan.

Kementerian Pendidikan Malaysia. (1999). Dasar Pendidikan Kebangsaan. Kuala Lumpur: Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. Kementerian Pendidikan Malaysia. (1996). Panduan Pelaksanaan Perkhidmatan Bimbingan dan Kaunseling. Kuala Lumpur: Bahagian Sekolah. Kementerian Pendidikan Malaysia. (1979). Laporan Jawatankuasa Kabinet Mengkaji Pelaksanaan Dasar Pelajaran. Kuala Lumpur: Dewan Bahasa dan Pustaka. Lawton, D. (1982). An Introduction and Stoughton. Mager, R F. (1990). Preparing

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Teaching and Learning. London: Hodder London: Kogan Page

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Mizan Adifiah Ahmad Ibrahim. (1992). Pelaksanaan Perkhidmatan Bimbingan dan Kaunseling di Sekolah. Kuala Lumpur: Dewan Bahasa dan Pustaka. Mohd. Mansur Abdullah. (1987). Proses

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Muhamad Daud Hamzah. (1994). Perkembangan Kanak-kanak dan Pembelajaran. Kuala Lumpur: Utusan Publications & Distributors Sdn Bhd. Nisbet, J. & Shucksmith, J. (1988). Learning Strategies. London: Routledge.

Ornstein, A. C. & Hunkins, F. P. (1998). Curriculum Foundations, Principles and Issues. (3`d Ed.). Boston: Allyn and Bacon. Ozmon, H. & Craver, S. M. (1992). Philosophical Foundations of Education. London: Prentice-Hall, Inc. Pearson, L. & Lindsay, G. (1986). Special Needs in the Primary School. Berkshire: NFER-NELSON Pub. Co. Ltd. Pusat Perkembangan Kurikulum. (Mac 1994). Kurikulum Bersepadu Sekolah Rendah (KBSR) secara Menyeluruh. Kuala Lumpur: Kementerian Pendidikan Malaysia Pusat Perkembangan Kurikulum. (2001). Pembelajaran secara Kontekstual. . Kuala Lumpur: Kementerian Pendidikan Malaysia. Pusat Perkembangan Kurikulum. (2001). Aplikasi Teori Kecerdasan Pelbagai dalam Pengajaran dan Pembelajaran. . Kuala Lumpur: Kementerian Pendidikan Malaysia. Pusat Perkembangan Kurikulum. (2001). Pembelajaran secara Konstruktivism. . Kuala Lumpur: Kementerian Pendidikan Malaysia. Pusat Perkembangan Kurikulum. (2001). Pembelajaran Akses Kendiri. . Kuala Lumpur: Kementerian Pendidikan Malaysia. Pusat Perkembangan Kurikulum. (2001). Falsafah Pendidikan Kebangsaan, Matlamat dan Misi. Kuala Lumpur: Kementerian Pendidikan Malaysia. Pusat Perkembangan Kurikulum. (2002). Modul Latihan Pengajaran dan Pembelajaran Kajian Tempatan KBSR. Kuala Lumpur: Kementerian Pendidikan Malaysia Pusat Perkembangan Kurikulum. (2001). Penilaian Kendalian Sekolah. Kuala Lumpur: Kementerian Pendidikan Malaysia. 46

Pusat Perkembangan Kurikulum. (2001). Belajar Cara Betajar. Kementerian Pendidikan Malaysia.

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Pusat Perkembangan Kurikulum. (2001). Pembelajaran secara Kontekstual. . Kuala Lumpur: Kementerian Pendidikan Malaysia. Rathus,S.A.(1998). Psychology in the New Millennium. New York: Holt, Rinehart & Winston,Inc. Ratnavadiel, N. (1999). Teacher Education: Interface between Practices and Policies: The Malaysian Experience 1979-1997. Teaching and Teacher Education: An international Journal of Research and Studies. 15 : 193-213. Robiah Sidin.(1993). Classroom Management. Kuala Lumpur: Fajar Bakti Sdn Bhd. Schon, D. (1983), The Reflective Practitioner: How Professionals Think in Action. USA: Basic Books. Jossey-Bass.

. (1987). Educating the Reflective Practitioner. San Franscisco:

Sergiovanni, T. J. & Starratt, R. J. (1993). Supervision: A Redefinition. New York: McGraw-Hall International Editions. Severin, W. J. & Tankard, J. W. (1988). Teori Komunikasi. Kuala Lumpur: Dewan Bahasa dan Pustaka. Sharifah Alwiah Aisagoff. (1984). Falsafah Pendidikan. Petaling Jaya: Heinemann Educational Books Ltd. Shulman, L. (1987). Knowledge and Teaching: Foundations for a New Reform. Harvard Educational Review. 57: 1-22. Slavin,R.E. (1991). Educational Psychology: Theory into Practice. Englewood Cliffs.- Prentice Hall, Inc. Stenhouse. (1975). An Introduction to Curriculum Research and Development. London: Heinemann. Stone, L. (1990). Managing Difficult Children in School. Oxford: Basil Blackwell. Suradi Salim. (1996). Bimbingan dan Kaunseling. Kuala Lumpur: Utusan Publication. Swartz, R. (1997). Critical Thinking: The Curriculum and the Problem of Transfer. In Perkins, D. et. Al. (Ed.) Thinking: Progress in Research and Teaching. Hillslade: Erbaum Travers, J. F. et. Al. (1993). Educational Psychology: Effective Teaching, Effective Learning. Madison: Brown & Benchmark. 47

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. 1.

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

QUALIFICATIONS Diploma in Guidance and Counselling ; B.A.(Hons) History; ;MEd (Guidance & Counselling); PhD (Education) Lecturer in Education Studies for 10 years; MEd (Psychology); PhD (Early Childhood Education) Lecturer in Education Studies for 11 years B.A.(Hons) Malay Studies; MEd ( Early Childhood Education); PhD ( Early Childhood Education Planning) Lecturer in Education Studies for 12 years B.A (Hons) Geography; MEd (Pedagogy) Lecturer in Education Studies for 16 years B.A(Hons), MEd(Testing and Evaluation), PhD(Testing and Testing) Lecturer in Education Studies for 17 years B.A.(Hons) History; MEd Educational Administration) Lecturer in Education Studies for 18 years B_Ed (Guidance & Counselling); MA (Human Resource Development); School Counselor for 5 years; Lecturer in Education Studies for 12 years 50

2.

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

3.

4.

Mr. Fun Foo Ying Maktab Perguruan Perempuan Melayu Melaka Dr. Boon Pong Ying I nstitut Perguruan Bahasa-Bahasa Antarabangsa Kuala Lumpur Ms. Hjh Nas Bt. Mamat Maktab Perguruan Kuala Terengganu Kuala Terengganu Ms. Aziza binti Mahbob Maktab Perguruan Ilmu Khas Kuala Lumpur

5.

6,

7.

NO. 8.

NAME Mr. Gurdev Singh Malhi Maktab Perguruan Ipoh Hulu Kinta, Ipoh Mr. Mohd Nazri Bin Wan Senik I nstitut Perguruan Darul Aman Jitra, Kedah Darul Aman Mr. Nordin bin Tahir Maktab Perguruan Perlis Kangar, Perlis

QUALIFICATIONS B.A.(Hons) Malay Studies in Education; MEd( Education) Lecturer in Education Studies for 16 years B.A.(Hons) History & Geography; M. Sc (Educational Psychology) Lecturer in Education Studies for 14 years B.A. (Hons) History; MEd ( Educational Management) Lecturer in Education Studies for 8 years

9.

10.

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

No 1.

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

QUALIFICATIONS Diploma in Guidance and Counselling ; B.A.(Hons) History; MEd (Guidance & Counselling); PhD (Education) Lecturer in Education Studies for 10 years; B.A.(Hons) Literature; MEd Lecturer in Education Studies for 16 years B.A in Education (Hons)Geography; LLB( Hons) ; Lecturer in Education Studies for 17 years B.Soc Sc(Hons) Sociology; Lecturer in Education Studies for 16 years

2.

Ms. Sharifah Fakhriah Binti Syed Ahmad (Chairman) Maktab Perguruan Kuala Trengganu, Trengganu Mr. Hong Kim Guan Maktab Perguruan Persekutuan Pulau Pinang Ms. Nik Noriah Binti Nik Ibrahim Maktab Perguruan Kota Bharu Pengkalan Chepa,Kelantan

3.

4.

51

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

NO. 1.

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

QUALIFICATIONS Diploma in Guidance and Counselling ; B.A.(Hons) History; MEd (Guidance & Counselling); PhD (Education) Lecturer in Education Studies for 10 years; B.Sc Ed; MEd (Sistem Penguasaan Maklumat dalam Pendidikan) Lecturer in Education Studies for 16 years B.Sc. (lions) Genetics; MEd Curriculum and Instruction) Lecturer in Education Studies for 12 years B.A. (Hons) Indonesian & Malay Studies; MEd (Psychology) Lecturer in Education Studies for 12 years B.Ed (Guidance & Counselling); MA (Human Resource Development); School Counselor for 5 years; Lecturer in Education Studies for 12 years B.A(Hons), MEd(Testing and Evaluation), PhD(Testing and Testing) Lecturer in Education Studies for 17 years

2.

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

3.

Ms. Gomathi Naidu Maktab Perguruan Teknik Kuala Lumpur Mr. Krishnan AIL Narayana Maktab Perguruan Raja Melewar Seremban

4.

5.

Ms Aziza Mahbob Maktab Perguruan limu Khas Cheras, Kuala Lumpur

6.

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

52

STRUKTUR DAN KOMPONEN KURSUS PERGURUAN LEPAS IJAZAH ( KPLI ) SEKOLAH RENDAH MULAI AMBILAN 2003 KOMPONEN ( A) PENGAJIAN ASAS 1. 2. 3. 4. 5. 6. 7_ 8. 9 MATA PELAJARAN _ 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 }, 10. 11 1 ( D) KOKURIKULUM Major Minor 1 Minor 2

LAMPIRAN A

JUItiILAH' 1 2 1 1 I 1 1 1 kredit _ kredit kredit' kredit kredit kredit kredit kredit kre(J K .

( B)

PENGAJIAN PROFESIONAL PENGAJIAN KURIKULUM PERSEKO LAHAN

7 kredit 8 kredit 4 kred t

(C

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

Jur iah tC)

4 kredit

'

:...,

3.,

htt

it

(E)

J1 I MLAH KREDIT KESELURUHAN

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
2. 3. 4.

1.

Bahasa Melayu Komunikasi Pengurusan Sumber Tamadun Islam

5.

6. 7.

Pendidikan Alam Sekitar

Muzik Dalam Pengajaran clan Pembelajaran Pendidikan Jasmani Asas Pendidikan Islam atau Pendidikan Moral

Pendidikan Negara Bangsa

$,

PENGAJEAN PROFESIONAL

1.

Il mu Pendidikan

Psikologi Pendidikan Pedagogi Profesionalisme Guru

PENGAJIAN KURIKULUM PERSEKOLAHAN ( MAJOR) 1,


Pengajian Bahasa Inggeris
2.

Pengajian Agama I slam

3. 4.

Pengajian Matematik Pengajian Sains

PENGAJIAN KURIKULUM PERSEKOLAHAN (MINOR)


1. Matematik Sains KUMPULAN SAINS DAN TEKNOLOGI 3. 4. Kemahiran Hidup

2.

Pendidikan Jasmani

2.

Bahasa Inggeris Bahasa Arab Kajian Tempatan

KUMPULAN BAHASA DAN KUMPULAN SAINS SOSIAL


4. 5. Pendidikan Moral Pendidikan Seni Visual

3.

LAMPIRAN c KURSUS PERGURUAN LEPAS IJAZAH (KPLI) SEKOLAH RENDAH KOMBINASI MAJOR DAN MINOR
MINOR 2 (pilih satu )

MAJOR ., -

Kumputan

Ku ~ Bah mnad an~&aks S os ial KakanTe mpata n Pendidikan Mom! Pendidikan Seni Visual

Bahmoa\ng g ehm

Matematik S aina K anmaNranHidup Pend i UikonJ a snnan j

Agama slam

i !
\

Matematik Bmino

Bahasa Arab

Kernmh nanHidup

Pend i dikmnJasnmmni

Mat em atik

i / . ~ !.

K e mmNnanH i dup PmndicUkanJ a srnani

Bahasa\n g gohs

Sqins

Kemahiran Hidup PendidikonJoon1ani

Bahaya\ng9 e hs

APPENDIX F

TERMINOLOGY FOR EDUCATIONAL STUDIES (ENGLISH LANGUAGE - MALAY LANGUAGE)


aim ENGLISH LANGUAGE tujuan MALAY LANGUAGE

acceptable behaviour accountability achievement adolescent approach attention attitude aware

tingkah laku yang diterima akauntabiliti pencapaian remaja

assumption

pendekatan andaian sikap peka perhatian/tumpuan

basic needs

beginning teachers characteristics clarify

keperluan asas tingkah laku ciri-ciri

behaviour/character

guru permulaan

classroom interaction commitment competency conflict concern compensatory education

interaksi bilik darjah iltizam pendidikan imbuhan berketrampilan konflik/sengketa pengukuhan pembetulan murung

menjelaskan

consolidation correction depress current education system describe drive

kepekaan/keprihatinan

sistem pendidikan semasa menghuraikan desakan

development

perkembangan pendidikan kesan

education
effect

educational values emotional needs

nilai-nilai keguruan keperluan emosi

environment evaluation

ENGLISH LANGUAGE

esthetic values experiential learning experience exposition

persekitaran penilaian

MALAY LANGUAGE

nilai-nilai estetika pembelajaran melalui pengalaman pengalaman pendedahan

extra-tutoring

extrinsic stimulus field

pengajaran tambahan

facilitator of learning frequency generate gesture habit honest

rangsangan ekstrinsik bidang

pemudahcara pembelajaran kekerapan menjana

futuristic studies

kajian masa depan gerak isyarat jujur

kebiasaan/tabiat penerapan pengaruh

inculcation i nfluence identify

i ndividual differences

perbezaan individu kenal pasti

implementation i nherent i n line

i mprove/increase/enhance/upgrading

pelaksanaan sebati

meningkatkan selaras

integration/holistic internalise insight inter-related inquiry discovery learning learning readiness l ess fortunate life long learning

bersepadu dan menyeluruh menghayati celik akal sating berkaitan inkuiri penemuan pembelajaran kesediaan belajar

kurang beruntung

belajar sepanjang hayat

learning difficulties li nk low motivated materials meaning mentor 1

ENGLISH LANGUAGE

hubungkaitkan

masalah pembelajaran bermotivasi rendah

MALAY LANGUAGE

managing classroom

mengurus bilik darjah

bahan bantu mengajar pengukuran

measurement moral practices mutual respect nature of man needs National Philosophy of Education

makna/pengertian/takrifan pembimbing

amalan nitai-nilai murni hormat menghormati fitrah manusia keperluan peluang Falsafah Pendidikan Kebangsaan

obstructing factor
r

opportunity perception

faktor penghalang pengamatan prestasi

pattern recognition performance planning practise pupil

penanggapan Falsafah Pendidikan Guru merancang amal

Philosophy of Teacher Education

problematic children questionaire rating race reasoning relevant authorities reduplication reinforcement

murid bermasalah soal selidik taakulan ras murid

pemeringkatan

pihak-pihak tertentu penggandaan pengukuhan

remedial teaching restrictive culture

remembering and forgetting

pengajaran pemulihan i ngatan dan lupaan budaya tersekat

scrutinised peer

ENGLISH LANGUAGE

penelitian sebaya

MALAYLANGUAGE

School Orientation Programme self-concept self-discipline

Rancangan Orientasi Sekolah konsep kendiri disiplin kendiri

self-awareness set induction skills

self-paced-learning

kesedaran kendiri induksi set kemahiran urutan iklas

pembefajaran arah kendiri

social interaction sequence sincere student

interaksi sosial

student teacher strengthen set

pelajar sekolah menengah guru pelatih perkukuh gubal lakonan

socio-drama

supplementary menu task/assignment tenets teaching and learning Test Blue Print/Table of Specification ti me allocation testing

menu sampingan tugasan pengajaran clan pembelajaran Jadual Penentu Ujian peruntukanmasa pengujian faham l uhur sah pukal latihan tujuan muktamad

Berasaskan prinsip/kepercayaanfteori

training package understand upright valid ultimate aim

validity value virtue

kesahan nilai sifat murni