A NEW PARADIGM OF TEACHER’S EDUCATION AND TEACHER’S QUALITY IN THE 21ST CENTURY :

A NEED TO BE ACQUIRED(PARADIGMA BARU DALAM PROGRAM LATIHAN DAN KUALITI GURU

ABAD KE 21: SATU KEMESTIAN UNTUK DIKUASAI)

IPGK RAJANG, SARAWAK

9 SEPT 2014

OLEH:

DR. MOHAMAD NOR BIN MOHAMAD TAIB

PENGARAH

PUSAT PENYELIDIKAN, PEMBANGUNAN

DAN INOVASI, IPGM

WHAT IS TRANSFORMATION:“Transformation is therefore viewed as a complex, multifaceted and integrated process of continuous institutional renewal in all aspects of its functionality (academic, administrative and support service), in an ongoing effort to represent excellence, through diversity, with the aim of achieving its vision and mission towards providing liberating education”

(Nelson Mandela Metropolitan University)

TEACHER AS A PARAMOUNT FACTOR:“The quality of an education system cannot exceed the quality of its teacher”

(Barber & Mourshed, 2007)

“If a teacher graduates today and teaches for 30 years, and their students live for 70 years, teacher education programs are actually preparing teachers for 22nd century learners” (Crag Kissock, Education Week, March 2014)

WHY TRANSFORMATION IS NEEDED:“If there is no transformation inside each of us, all the structural change in the world will have no impact on our institution”

(Peter Block in PJ Meyer & R Slechta, 2002)

“It is important to make teaching profession that is vibrant, self-sustaining, and rewarding, so that it will attract and retain the very best talent that Malaysia has to offer”

Malaysia Education Blueprint, 2013-2025

HIGH PROFILE MATKETING

“The quality of an education system cannot exceed the quality of its teachers” Barber & Mourshed (2007)

Traditional Site Bounded Paradigm For Teacher Education

New Triplization Paradigm for Teacher Education

Aims: To equip teachers with the necessary competence to deliver knowledge and skills to students

Aims: To develop teachers as triplized CMI and life-long learning teachers who will contribute to students’ and to schools’ triplized life-long self learning and development as CMI citizens and organizations

Curriculum: Focused on the content and delivery of subject knowledge

Curriculum: Focused on CMI ability, globalized, localized and individualized.

Pedagogy: delivering knowledge and skills to teachers, site bounded and separated teacher learning, absence of IT, limited opportunities for learning, and lacks of clear linkage with CMI development

Facilitating teachers’ life long self learning, multiple sources, globally and locally networked, IT environment, boundless, unlimited opportunities for learning and encouraging CMI development

Traditional quality assurance: how well learning & teaching are organized, the delivery of knowledge and skills, teaching can be improved, can arrive at a given standard.

How well learning is triplized, learning opportunities are maximized, self learning is facilitated. Teachers’ CMI are developed.

PARADIGM SHIFT IN TEACHER EDUCATION

TRIPLIZATION = INDIVIDUALIZED. LOCALIZED & GLOBALIZED

CMI = STUDENTS’ CONTEXTUALIZED MULTIPLE INTELLIGENCIES

TRADITIONAL SITE BOUNDED PARADIGM NEW TRIPLIZATION PARADIGM

Reproduced Teacher and Teaching:• Teacher is the center of education• Partially competent teacher• Standard teaching style• Teaching is to transfer knowledge• Teaching is a disciplinary,

delivering, training, and socializingprocess

• Achieving standards in examination• Teaching is a transfer and

application

Individualized Teacher and Teaching:• Teacher is a facilitator to support

students’ learning• Multiple intelligence teacher• Individualized teaching style• Teaching is to arouse curiosity• Teaching is a process to initiate,

facilitate, and sustain students’ self learning and self-actualization

• Sharing joy with students• Teaching is a lifelong learning

process

School Bounded Teacher and Teaching:• Teacher as the sole sources of

teaching and knowledge• Separated teaching• Site bounded teaching• Limited opportunities for teaching• Teacher with only school

experiences• As a school bounded and separated

teacher

Localized and Globalized Teacher and Teaching:• Multiple local and global sources of

teaching and knowledge• Networked teaching• World class teaching• Unlimited opportunities for teaching• Teachers with local and international

outlook• As a world class and networked teacher

PARADIGM SHIFT IN TEACHING

TRADITIONAL SITE BOUNDED PARADIGM NEW TRIPLIZATION PARADIGM

Reproduced Students and Learning:• Student is the follower of teacher• Standard programs• Absorbing knowledge from their

teacher• Receiving process• Focus on how to gain• External rewarding and punishment

avoiding

Individualized Student and Learning:• Student is the center of education• Individualized programs• Self learning with opportunities

guidance and facilitation• Self actualizing process• Focus on how to learn• Self rewarding and enjoyable

School Bounded Learning:

• Teacher based learning• Separated learning• Fixed period and within school• Limited opportunities• School bounded learning• Mainly school based experiences

Localized and Globalized Students and Learning:• Multiple local and global sources of

learning• Network learning• Lifelong and everywhere• Unlimited opportunities• World class learning• Local and international outlook

PARADIGM SHIFT IN LEARNING

OBJECTIVES OF TEACHER EDUCATION

BETTER UNDERSTANDING OF STUDENT

BUILDING CONFIDENCE

USING METHODOLOGY OF TEACHING

BUILDING FAVOURABLE ATTITUDE

FAMILIARIZING WITH THE LATEST IN EDUCATION

CREATING SOCIAL INSIGHT

MAKING FAMILIAR WITH SCHOOL ORGANIZATIOM

IMPROVING STANDARDS

TRAINING FOR DEMOCRACY SCHOOL OF BUSINESS & FINANCE, LONDON

PROSES (PENYELIDIKAN & INOVASI, KURIKULUM)

STRUKTUR (INSTITUSI, KEMUDAHAN)

SUMBER (PELATIH, PEMIMPIN, PENSYARAH)

NOVICE(EMERGING PRACTICE)

COURSE LEARNING

OUTCOMES

• Domain Kognitif

(Taksonomi Bloom)

• Domain Psikomotor

• Domain Afektif)

PROGRAMME LEARNING OUTCOMES

• Knowledge

• Practical Skills

• Thinking & Scientific Skills

• Communication Skills

• Social skills, teamwork & responsibility

• Values, ethics, moral & professionalism

• Information management & LL learning

• Managerial & entrepreneurial skills

• Leadership skills

PRESERVICE(INITIAL TRAINING)

INSERVICE(CONTINOUS PROFESSIONAL DEVELOPMENT)

ENTER PENSION

TRANSFORMASI HALATUJU IPGM (PPPM 2013-2025)

APPRENTISE(DEVELOPING

PRACTICE)

PROFESSIONAL(PROFICIENT

PRACTICE)

EXPERT(ADVANCE PRACTICE)

TRAINEE(CONTENT, THEORY & PRACTICE)

PREPARATION(MINDSET PRADIGM)

PENAMBAH

BAIKAN

PROGRAMME EDUCATION OBJECTIVES

• Offering knowledge & teaching skills at large

• Embracing life long learning

• Displaying high professionalism respected &

referred at glocal

• Generating research, creativity & problem solving

• Practicing leadership, communication, teamwork &

role model

• Championing MBMMBI & STEM

PEOPLOCLO

ASSUMPTIONS

OFTEACHING &

LEARNING

NOVICE:

EMERGING PRACTICE

APPRENTISE:

DEVELOPING

PRACTICE

PROFESSIONAL:

PROFICIENT

PRACTICE

EXPERT:

ADVANCE PRACTICE

Classroom

Organization &

Management

Teacher creates a

learning environment

for positive interaction

& active learning by

managing student

behaviour, space etc

Teacher establishes

interaction between

students and teachers

& responsibility for

classroom interactions

Teacher motivates

students during failure

& promotes self

motivation & self

discipline in students

Teacher provides

professional

development on

strategies where

students learn and

achieve

Planning Teacher produces

coherent, written,

instructional plans for

student based learning

and student relevant

Teacher integrates

content from various

disciplines & new

learning prior

experience & current

learning

Teacher motivates

students to assume

responsibility for

instructional tasks

Teacher produces

district level, coherent.

Written instructional

plans for adaptation

by teachers

Delivery of Instruction Teacher provides

individual,& group

instruction based on

the child development

research

Teacher monitors

instruction for student

engagement &

differentiates

instruction based on

assessment data

Teacher models,

coaches & facilitates

self directed learning

by engaging students

in posing problems

and solution

Teacher validates the

impact of instructional

strategies on student

achievement through

action research

Differentiation Teacher uses a range

of strategies,

technology to

customize instruction

based on student data

Teacher continuously

forms flexible groups

based on assessments

and adjusts instruction

to meet group needs

Teacher creates

multiple contexts &

multiple forms of

assessment to

individualize

instruction based on

student data

Teacher provides

professional

development on

differentiation

strategies

INSTRUCTION STANDARD OF PRACTICE

• Critical thinking

• Active learning

• Problem solving skills

• Communicating, making connections, creating

and expressing oneself in a variety of ways

• Contextualised knowledge

• Collaborative teamwork

• IT Savvy

• Learning to know

• Learning to do

• Learning to be

• Learning to live together

21ST CENTURY PEDAGOGY FEATURES

ENGAGING STUDENTS THROUGH COLLABORATIVE PROBLEMS AND DESIGN (SOCIAL) ENHANCING THEIR LEARNING WITH STIMULATING MULTIMEDIA APPLICATION

(COGNITIVE) EMPOWERING THEIR SKILLS WITH MULTIMEDIA AND WEB TOOLS, AND PROVIDING

THEM A PLATFORM TO THINK CRITICALLY AND CREATIVELY, STRENGTHEN THEIR SOCIAL INTERACTION PROCESSES, AND REFLECT ON THEIR LEARNING PROCESS AND GOALS (TECHNICAL)

ENJOYING THE PROCESS OF KNOWLEDGE CONSTRUCTION, COLLABORATIVE LEARNING, CRITICAL AND CREATIVE THINKING, AND CREATING OWNERSHIP IN THEIR LEARNING OUTCOMES (AFFECTIVE), AND INCORPORATE SOUND EDUCATIONAL LEARNING PEDAGOGIES THAT HAVE PROVEN TO BE INTEGRAL IN IMPROVING STUDENT ENGAGEMENT AND ENHANCING THEIR LEARNING PROCESS, THESE INCLUDE: CONSTRUCTIVE LEARNING; STUDENT-CENTRED LEARNING; COLLABORATIVE LEARNING; COOPERATIVE LEARNING, AUTHENTIC LEARNING; PROBLEM-SOLVING LEARNING; INTERACTIVE MULTIMEDIA LEARNING;

PROJECT-BASED LEARNING.

HOW TO BRING LIFE/FUN INTO THE CLASSROOM: Start with an interesting set-induction so that students will

immediately be transported from where they were to what

you are going to teach;

Avoid using the textbook all the time;

Tap the student’s sensory powers – sight, smell, hearing,

taste and touch to make yours lessons interesting;

Bring the students out of the classroom. A change in

physical surroundings does wonders;

Reward students for good work done. Give simple treats;

Encourage students even if they give wrong answers.

Never say ‘that wrong’ instead say ‘that’s not exactly very

accurate. Maybe you would like to explain it a little further?’

Treat every student as an individual. Work on his strengths

and help him with his weaknesses;

Conduct pair-work or group-work often. Most students

work well in groups;

Share some of your personal experiences. There’s

consolation to know that teachers are also humans and

were young once;

Do not be afraid to try new methods. If they do not work,

try others.

TO BECOME WORLD-CLASS, TEACHERS NEED TO:

Be prepared for the unpredictable

Develop a deep understanding of the classroom, especially

what effective teaching constitutes

Borrow concepts such as ideas from politics and business

and applying them to education (ex. BOS (DIRC), SP (SWOT &

SMART), PDCA, cost effectiveness, efficiency)

Have an intellectual mind and continuously develop it

Be prepared to be training providers and benchmarks for

other teachers

Challenge and question ideas for self-development

Bridge their pre-service training with the in-service training

they are receiving

Undergo comprehensive professional development

Autonomy to develop and implement school-based curriculum

besides core curriculum;

Committee in school management, parent-teacher association ,

alumni etc.

Collaboration between schools and agencies in co-curriculum

programs, especially in the areas of training and funding;

Niche areas and recognized by schools and community;

Qualified coaches to accelerate sports performance; and

Autonomy to conduct co-curriculum activities.

LEARNING OUTCOME DOMAIN

(LOD)

KNOWLEDGE

PRACTICAL SKILLS

SOCIAL SKILLS &

RESPONSIBILITIES

VALUES, ATTITIUDES &

PROFESIONALISME

CUMMUNICATION, LEADERSHIP &

TEAM SKILLS

PROBLEM SOLVING % SCIENTIFIC

SKILLS

INFORMATION MANAGEMENT

& LIFELONG LEARNING

SKILLS

MANAGERIAL & ENTREPRENEURIAL

SKILLS

APTITUDE

ABILITY

PRESERVERANCE

OPPORTUNITY

QUALITY

APPROPRIATENESS

INCENTIVE

TIME

TEACHING

LEARNING

TEACHING + LEARNING = LEARNING OUTCOME

4E LEARNING• CONSTRUCTIVE LEARNING; • STUDENT-CENTRED

LEARNING; • COLLABORATIVE

LEARNING; • COOPERATIVE LEARNING, • AUTHENTIC LEARNING; • PROBLEM-SOLVING

LEARNING; • INTERACTIVE MULTIMEDIA

LEARNING; • PROJECT-BASED

LEARNING.

LEARNING OUTCOME DOMAIN

(LOD)

PROBLEM SOLVING % SCIENTIFIC

SKILLS

INFORMATION MANAGEMENT

& LIFELONG LEARNING

SKILLS

KNOWLEDGE

PRACTICAL KILLS

SOCIAL SKILLS & RESPONSIBILITIES

VALUES, ATTITUDE & PROFESIONALISME

CUMMUNICATION, LEADERSHIP & TEAM SKILLS

MANAGERIAL & ENTREPRENEURIAL

SKILLS

APTITUDE

ABILITY

PRESERVERANCE

OPPORTUNITY

QUALITY

APPROPRIATENESS

INCENTIVE

TIME

TEACHING

LEARNING

TEACHING + LEARNING + 4E (ENGAGING, ENHANCING, EMPOWERING, ENJOYING) = ENCOURAGING LEARNING

OUTCOME

TECHNOLOGICAL PEDAGOGICAL & CONTENT KNOWLEDGE (TPACK)

Per

son

alis

atio

n o

f L

earn

ing

Teacher Directedness

High

Low High

Assessment

OF Learning

Assessment

FOR

Learning

Assessment

AS Learning

Assessment IN

Learning

Student at the centre of

learning

Student monitors, assesses,

reflects on learning

Student initiates

demonstrations of learning

(to self and others)

Teacher as coach and mentor

TEACHER: STUDENT RELATIONSHIP

Prof Tony Townsend, 2010

KemahiranTeknologiMaklumat, Komunikasi

& Media

• Literasi Maklumat

• Literasi Media

• Literasi Teknologi

Maklumat &

Komunikasi)

• Menggunakan

teknologi untuk

mengakses,

mengurus,

mengintegrasi dan

menilai maklumat,

menjana maklumat

baru dan

berkomunikasi

dengan orang lain

• Kebolehsuaian &

fleksibel

• Mempunyai inisiatif dan

terarah kendiri

• Kemahiran sosial dan

antara budaya

• Produktiviti &

akauntabiliti & adaptasi

• Tanggungjawab dan

kepimpinan

• Berkebolehan dalam

pelbagai bidang

• Membuat refleksi dan

penambahbaikan

• Kreativiti, Inovasi & Semangat meneroka

• Pemikiran Kritis dan Penyelesaian

Masalah

• Komunikasi & Kolaborasi

• Menganalisis & mengkonsepsi

• Belajar sepanjang hayat

Kemahiran belajar& Inovasi

Kemahiranhidup & kerjaya

• Kesedaran global

• Literasi kewangan, ekonomi, perdagangan

dan kuesahawanan

• Literasi sivik

• Kesedaran alam sekitar

• Kesedaran kesihatan & kesejahteraan

Mata pelajaranteras dan tema

Abad ke-21

PROFESSIONAL DOMAIN

KNOWLEDGE & UNDERSTANDING

Pedagogical Content Knowledge (PCK) e.g Knowledge of children and their learning, and Subject knowledge

Knowledge of the curriculum Knowledge of the teacher’s role Cultivating reflective thinking, analytical thinking, creative

thinking, high order thinking, future thinking, multiple intelligencies

SKILLS Subject application Classroom methodology Class management Assessment and recording ICT Savvy Fundamentals e.g lesson planning, questioning & feedback,

differentiated instruction, strategies for effective peer work and inquiry approaches

Mentoring & consultation Initiate students into the knowledge and practice

SCHOOL DOMAINADMINISTRATION Problem analysis

Judgment Organizational ability and decisiveness Cooperation and Collaboration

TEACHING DOMAININTERPERSONAL Leadership

Sensitivity Integrity Resilience and adaptability

COMMUNICATION Oral communication Written communication Basic communication in 3rd language

MODEL CRASP

• Lebih kritikal terhadap isu

• Menilai keberkesanan program

• Memperbaiki proses P&P

• Mendorong perubahan kreatif &

inovatif

• Sediakan input untuk dasar/polisi

• Perkukuhkan justifikasi sesuatu program

• Meningkatkan keyakinan

dan imej diri

• Kenalpasti antara polisi & amalan; retorik & amalan

• Anjur perbincangan isu pendidikan

• Tingkatkan skil mengutip data, analisis,

penilaian, pemantauan pencapaian pelajar

• Dapatan kajian sebagai sumber rujukan INSET

• Sertai forum/seminar

• Jadikan IPGK sebagai organisasi

pembelajaran

PROFESIONALISME

CRITICAL ATTITUDE

REFLECTIVE PRACTITIONERACCOUNTABILITY

SELF-EVALUATION

PENSYARAH IPG SEBAGAI PENYELIDIK, KREATIF DAN INOVATIF

TOWARDS CREATIVITY & INNOVATION

DR MOHAMAD NOR BIN MOHAMAD TAIB

E-MAIL: nortaib@yahoo.com