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Issues on

Philosophy in
Education
Profession and Professionalism
by
Mohd Syafiq bin Marhisyam
Shahifa Norizzati binti Shahril

Profession
Any type of work which needs special training or a particular skill,
often one which is respected because it involves a high level of
education.
A real profession is a field that has certain features such as:
The importance of intellectual skills
Enough professional training
Service the needs of community
Great emphasize on service quality
Have decency service or code of ethics
Have their own organizations to manage affairs related to education

Professionalism
The combination of all the qualities that are connected with trained
and skilled people

Teacher Professional
Practices

Professional Practices
Alternative term for code of professional responsibility.
Licensed professions frequently have standards of conduct
to which its members are expected to adhere.
Teachers have a professional obligation to develop and
maintain professional relationships with a diverse range of
learners, communicate with parents and students, act
ethically, promote positive values and maintain and raise
professional standards.

Teacher Professional Practices Are Based


On:
Self domain
Profession domain
Social domain

Self Domain
This domain refers to the values that teachers already have and
they should be developed so that they can contribute effectively
in teaching profession to fulfill the national education system
objectives.
Personal qualities of the teacher include :
Friendly
Fair
Flexible
Humorous
Firm
Dedicated
Competent tolerant

Values that are focused in this domain are:


Kindness
Humorous
Patience
Responsible
Confident
Leadership skills

Baik Hati:
Sikap baik hati dan timbang rasa seseorang guru amat dihargai oleh muridmurid kerana mereka akan belajar dalam suasana yang tenteram, yakin dan
senang hati.
Jenaka:
Sifat jenaka seseorang guru akan membawa suasana riang gembira kepada
murid-murid dalam bilik darjah. Guru yang suka berjenaka adalah guru yang
suka didekati oleh muridnya.
Sabar:
Seseorang guru yang mempunyai sifat sabar adalah guru yang boleh mengawal
perasaan diri. Guru yang bersabar akan dapat menjalin perhubungan yang erat
dengan murid-muridnya.
Bertanggungjawab:
Sifat bertanggungjawab akan sentiasa mendorongkan guru mementingkan
tugas yang telah diamanahkan kepadanya. Beliau juga akan sentiasa berusaha
mejalankan tugasnya dengan sempurna.
Yakin:
Guru yang mempunyai sifat yakin tidak akan merasa takut apabila perlu
membuat sesuatu tindakan atau keputusan. Murid-murid akan lebih
menghormati guru yang boleh mengambil tindakan dengan tegas.
Kepimpinan:
Murid-murid akan mematuhi segala tunjuk ajar dan arahan guru yang mewarisi

Profession Domain
This domain refers to the holding values, which should be
practiced by teachers in carrying out their duties as
professional teachers. The values emphasized in this
domain are:
Curious
Knowledge
Communication skills
Good memory
Effort

Ingin tahu
Mendorong guru berusaha untuk meningkatkan pengetahuan dan
kemahiran. Disesuaikan dengan perubahan yang berlalu.
Pengetahuan ikhtisas
Guru perlu melengkaplan diri dengan pelbagai jenis ilmu seperti
psikologi kanak-kanak, ilmu kurikulum, kaedah mengajar dan lainlain
Kemahiran bertutur
Kemahiran ini membolehkan pengajaran dan pembelajaran (P & P)
disampaikan dengan jelas dan berkesan. Sebutan dan tatabahasa
yang betul akan mengelakkan kesilapan murid
Daya ingatan
Pelajaran dapat disampaikan sepenuhnya mengikut rancangan
yang disediakan jika guru mempunyai daya ingatan yang baik
Daya usaha
Sentiasa berfikir dan mencuba
pengajaran yang baru dan pelbagai.

pendekatan

atau

kaedah

Social Domain
Teachers act as an agent of socialization. The key
values that should be practiced by teachers are:
Approachable
Humble
Benevolent

Ramah mesra
Perlu untuk dapatkan kejasama orang lain.
Sikap
ini mendorong murid-murid berdamping
rapat dengan guru

Merendah diri
Memudahkan guru bergaul dan
tidak sombong dengan masyarakat

dianggap

Semangat berbakti
Guru akan disanjung tinggi oleh
Sifat iniadalah sifat yang murni.

masyarakat.

Professional Self
Enhancement

Pre-service teacher education in Malaysia is performed by


two different types of institutions:
Primary school teachers are trained by institutes of
teacher education (ITEs - known as teacher training
colleges until 2008)
Offering Bachelor's degrees
Since the establishment of a separate Ministry of Higher
Education (MoHE) in 2004, education of primary and
secondary teachers has been governed by two different
ministries: ITEs remained under the supervision of the
Ministry of Education (MoE), while universities ceded to
MoHE.

Policy in Malaysia The changing policy guided by


10th Malaysia plan:
The liberalization of the Initial Teacher Industry (ITE)
The phasing out of automatic induction into the teaching
profession of ITE graduates
The granting of more autonomous power to schools in
matters including human resource selection
Teacher Education The Open Market Policy
As part of the drive to improve the quality of teachers, the
supply the school teacher will eventually be opened not
only to other public universities but to private institutions
as well (10th Malaysia plan, chapter 5). In fact private
universities and colleges are now offering ITE programs
both for primary and secondary school teachers.
One of the major implications of this is the concept of
competition and competitive advantages the teacher
education institutions would be forced to compete in the

Teacher Education The removal of automatic induction of


initial teacher policy
More thorough screening process for the induction of the initial
teacher to be appointed as a teacher in a public
School the automatic induction
profession would be removed

of

initial

teachers

into

the

Initial teachers who do not qualify would be weeded out


Teacher Education - Autonomous power
selecting the so called a good teacher

to

schools

in

The 10th Malaysia Plan also envisages the granting of more


autonomy to schools through the leadership program associated
with accountability measure of their overall performance
School will be given more leeway and independence in the running
of the school, including matters related to teacher employment

The Malaysian TPD system consists of formal training programs, a


professional support network and several types of allowances and
incentives.
Formal Training Programs
The in-service training of crucial subjects (such as Mathematics,
Science, ICT and English)
The improvement of the daily teaching practice
The use of ICT tools in the classroom
English as a language of instruction Professional Support Network
Resource Centres and Teacher Activity Centres - act as coordinating
agencies for in-service educational programs, providing teachers
with facilities and opportunities to share resources, ideas and
experiences in producing their own teaching materials

Allowance and Incentives


Teachers as public servants are entitled to various
allowances, such as housing allowance, public service
allowance, entertainment allowance, housing and car loan
allowance, and cost of living allowance.
Monetary incentives are granted on the basis of a
tripartite system, by subject taught, location of school and
professional excellence.
A special hardship allowance is granted to teachers
serving in remote areas, its amount growing gradually
with the level of remoteness.
Teachers of excellent performance are rewarded through
the Excellent Teacher promotion scheme

Other Measures Introduced by the Government to


enhance teachers professionalism Improving the teacher
service scheme in terms of remuneration and promotional
opportunities
MOE had embarked in collaboration with other ministries and
agencies on a number of capacity-building initiatives that serve
to develop ICT leaders and empower educational leaders at all
levels to adopt and adapt ICT in teacher preparation
The peer coaching program carried out by Microsoft under the
auspices of UNESCO effectively trains teacher leaders to
become peer coachers for their colleagues in ICT utilization and
integration
Increase the qualified graduate teachers post graduate
degree

Challenges for Teacher Professional Development in


Malaysia
Strong hierarchy of positions
Great working load, particularly the numerous
administrative duties beyond direct teaching tasks
Lack of time (Thang et al. 2010)
The relative under-payment of educators (Siti Eshah et al.
2009)
Credentialism of formal professional development
activities: strong emphasis on degree courses (Rao &
Rohana 2011)

1.

Kursus Peningkatan Profesionalisme Keguruan

. Kemahiran ikhtisas penting bagi setiap guru kerana itu mendorong


danmembantu guru menyampaikan pengajaran kepada para pelajar.
. Bagi memperkembangkan kemahiran, guru boleh mengikuti kursuskursuspeningkatan profesionalisme yang dianjurkan oleh jabatan.
Kursus-kursustersebut termasuklah juga Kursus Dalam Perkhidmatan dan
Kursus Dalaman.
2.

Membuat penyelidikan dan penulisan

. Penyelidikan dan penulisan dalam pendidikan antaranya bertujuan


untukmencari kelemahan-kelemahan atau masalah yang terdapat
dalam sistempendidikan atau pengajaran seseorang guru.
. Contoh permasalahan yang boleh dikenalpasti dalam proses
penyelidikanialah, penggunaan bahan bantu pelajaran, strategi
dan kaedah mengajar,pengurusan aktiviti berkumpulan,
perancangan aktiviti pemulihan dalampendidikan dan penyediaan
lembaran kerja sebagai penilaian.
3.

Usaha ke arah perkembangan kendiri

. Guru perlu meningkatkan perkembangan kendiri masing-masing.


Perkembangan tersebut akan melibatkan pembentukan konsep
kendiriseterusnya mempengaruhi cara kerja seseorang guru.
. Guru yang mempunyai konsep kendiri yang baik seperti yakin,
bersikapterbuka, percaya dan mempunyai nilai-nilai diri yang baik
akan membantuguru tersebut melaksanakan tanggungjawabnya dengan

4.

Peka terhadap perkembangan pendidikan dan teknologi


terkini

. Guru yang baik perlu melengkapkan diri dengan


pelbagai ilmupengetahuan dan kemahiran serta peka
terhadap perkembangan pendidikanterkini. Mereka
harus sentiasa memperkembangkan ilmu pengetahuan
darisemasa ke semasa mengikut perkembangan zaman.
. Setiap guru juga perlu bersedia menerima sebarang
perubahan sistempendidikan agar pengetahuannya selari
dengan keperluan masa kini.
5.

Pembelajaran sepanjang hayat

. Pembelajaran sepanjang hayat membolehkan ilmu


seseorang guru itulebih dinamik.
. Ilmu pengetahuan akan membolehkan guru
menyampaikan banyakmaklumat kepada pelajar. Ini
akan mewujudkan keyakinan dankebolehpercayaan
pelajar terhadap seseorang guru.

Lifelong Learning

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