CHAPTER 1 : CONCEPT TEACHING AS

A PROFESSION
Profession
- refers to a job that performs an
important social function. (level of
proficiency, systematic knowledge
experience, etc)
- is a field which has characteristics
such as intellectual finesse interest,
adequate qualification training, solemn
needed by the community, enjoy
individual & group autonomy, quality
service concerned, service manners @
code of ethics.
- a distinctive line of works that requires
educatioN & efficiency as well as high
proficiency and specifies. ( eg; law,
medical,teacher)
- values of profession are being set up
by the organization so that the members
will follow.
Characteristics of Profession
- unique & important services with clear
obj for society and country.
- use a lot of intelectual ability &
capability during services
- get specific training in certain duration
- expert in the work field
- have the autonomy in carry out duty
- concern about the quality of service
- obey and follow the code of profession
ethics
- dedicated and not asking for rewards.
Professionalism
- refers to the characteristics @
attributes in expert circles of a
profession
- according to Ornstein & Levine (1993),
there are 4 attributes in a profession ;
1) master in-depth content of knowledge
2) efficiency and expertise in a particular
field
3) the presence of ethics code to control

behaviour
4) truth/approval was given to a
profession by
society to operate.
a) Knowledge of the subjects taught
- Through teacher training
- Knowledge content of the
subjects
- Knowledge of the basic
pedagogical principles such as
classroom management
- Knowledge of cuuriculum,
including lesson, syllabus,
textbooks, study guides and
teaching materials
- Knowledge of school
administration, school culture,
and working style as a force
within the organization
- Knowledge about the
purposes, value, philosophy
and history of edu.
b) Knowledge of the learner
- Knowledge about the
development of children and
teenager ( cognitive, social,
physical, and emotion)
- Knowledge of understanding
the diversity of students
intelligence, culture, emotion
to help develop their potential.
- Knowledge on how student
learn and their need to provide
suitable approach, task, and
motivate after identify their
strength and weaknesses.
- Knowledge of analyze and
make the best decision for
student (evaluate stud
understanding, making
reflection of t&l, improve the
planning and process of
teaching.
c) Increase the profesionalism of
teacher

Streamlined the skills and

knowledge techniques @
method from time to time
Complete themselves to the
self-renewal and changes in
curriculum
Strive and make decisions in
classroom
Concern with achievement and
welfare of the stud.

Characteristic of professional
teacher

Mohamad Sani (1998) :

Attitude
- devoted
- good moral values
- noble
- commitment
- +ve attitude
- talented
- leadership
- knowledge culture practice
- courteous
Skill
- t & L planning
- t & L managing
- T & L strategy
- technology proficiency
- generic proficiency
- counselling proficiency
- T & L evaluation
Knowledge
- content of lesson
- content of knowledge
- pedagogy
- material
- method
- technology

Characteristics of Professional
teacher

Abdul Shukor Abdullah (1998)

- Act professionally
- Display strength charcteristic
of theory
- Knowledgeable
- Actiong upon a foundation of
ethics and framework
- Immoral firm
- Always trying to improve
quality of teaching
- Concern with the discretion of
stud and parents
- Able to evaluate stude
strenght and weaknesses
- Complete themselves with
skills that allign with current
demands
- Ensure teacher teach pupils
to learn situation in classroom
- Attempting to build stud
brilliant mind in academic
performance
- Obey and faithful to and
maintain the profession dignity
and service
- Demostrate loyalty to the
government, the
establishment of free and not
parted.
- Professional and devote
attention to teaching and
learning at school

Professional teacher Vs Nonprofessional teacher

Professional
-training
programme
- hve autonomy
in classroom
- be in
organization and
involve in all the
act pro
- expert in subj

Nonprofessional
- not only for
trainnee teachers
only
Eg :
gstt,temporary
teacher
- limited
autonomy
- do not have
power in fired
techer

10 traits of effective teacher

(McEwan, 2002) ;
1) Encouragement & passionate
- driven by mission ( to teach) &
passion to help stud learn and
develop.
- high commitment & willingness
to accept additional tasks
- strive to achieve goals.
2) Positive and true
- display qualities such as respect,
compassion, emphaty and fair.
- democratic,easy & open with
stud, adaptable to changes.
- strengthen the power of studs
and identifying stud issues.
- always looking +vely and
sincere in every challenge to
develop noble personality human
capital.
3) Teacher as leader
- influence stud to change, learn,
and develop to achieve aims.
- role model to stud, lead parents
to active partnership, colleagues
through mentoring, collaboration,
sharing ideas and etc,
- impressive moral proficiency,
intellectual and social leadership
for benefits others.
4) With-it-ness
- complete themselves with
knowledge and have full control
with classroom managemnt, stud
involvement, and managemnt of
time.
- carry out duties perfectly, and
act wisely in solving prob
- create reflection during t & l to
take action of current events.
5) Style
- display own style, full of
interest,creative, humor,
charisma, and bring renewal of

6)

7)

8)

9)

teaching
- form own style and be accepted
and exampled by the students.
Expertise in motivation
- motivated and confident to
change the stud lives and master
academic standard & highest
behaviour
- motivate stud through personnel
teaching efficacy with mission all
stud should learn.
- acted as instructional manager
Instructional effectiveness
- hve various techniques, teaching
behaviour, and skills that depend
on the stud need, subj and learing
outcomes.
- ability to communicate and
teaching skills such as design and
provide lesson, explaining clearly,
preparing conducive environment,
managing classroom, etc.
Slavin Model (1989), 4 elements
of effective teaching.
- teaching qualities ( various
teaching methods and materials),
suitability level of teaching
( updated content and
assessment sys according to stud
ability), incentives ( designing
instructional content and provide
the same motivation either
reward or punishment), and time
(engaged time and time on task)
Content learning
- complete knowledge of the subj
content and always life-long
learner.
- need thorough knowledge of
delivering content knowledge,
principles of classroom
management, curriculum
materials, stud, purpose and
value of reflection.
Street smarts
- use the knowledge of stud,
school, and local community to
solve probs of t & l in classroom.

- always investigate and collect

info on the causes of stud
behaviour to devise effective t & l
process.
10)
Mental life
- active learner & hve individual
direction
- active & always focus on task
- ability to think and make
reflection, explain various ideas,
issues and values on teaching.

CHAPTER 2 : TEACHING CODE OF

ETHICS & ACCOUNTABILITY

to do and which should not be

done.
2) The social control of society
related professions.
- provide knowledge to the
community so that they
understand the importance of a
profession that allows them to
control professionals in their
career field,
3) Helps professionals to prevent
interference outside the
organization profession about
ethical relationships in the
membership of the profession.

Concept of Ethics
Ethics
= rules of behaviour, human customs in
association with each other and this
arrangement maintained what is right
and wrong.
= ethical moral principles that include
knowledge about nature of good and
truth.
= ethical code of conduct identified in
relation to human actions in certain
areas (Nikki, 2009)
= knowledge of duty (Bascom, 2007)
Professions Code of Ethics
* regulation for professional help teacher
comply with the principles set forth to
take care of the good image of their
profession.
* ensure that teachers did not do
anything untoward & tarnished the
image of teaching profession.
* 3 aspects that are key functions of
professions code of ethics :
1) Provide guidelines for every
member of the profession on the
principles outlined
professionalism.
- every member abreast of things

Code of Ethics Training Msia

Teacher Code of Ethics is provided

in the form of a pledge that all
teachers will observe and protect
the image of the teaching
profession.

a) Responsibility towards the

students
-

More concern for the welfare

and safety of stud from othe
things
Be fair to all stud, regardless
of factors of physical, mental,
emo, politic, economic,
scocial..
Keep ur professional @
confidential info about stud
unless they are entitled to
know,
To assist or teach a stud in the
classrrom itself @ in the sub,
the sub being taught in the
classroom without any
charges.

Demostrate how to dress,

speech, and behaviour can
give a good example to the
students.
Maintain & improve
professional competence
through study tours, and
attending professional
courses, conferences,
meetings, @ seminar for
teaching us to achieve highest
quality.

b) Responsibility towards the

parents
- respect the primary
responsibility of parents
- strive to establish friendly
relations and cooperation
between educational institution
and households.
- consider all the info provided by
parents @ child as confidential
and will not disclose to anyone
- provide info to parents in the
interest of their children and use
the info received from parents
carefully and sensibly.
- refrain from using @ affected by
the social and economic position
of the parents
- prevent urself from saying things
or doing things that can affect the
belief of stud to parents @
guardian.
c) Responsibility towards sociaty
and country
- prevent urself from spreading the
teachings that could damage the
interest of stud, community, nation @
opposite of the rukun negara.
- foster the stud attitudes and valuea
that can help & guide them to become

loyal, responsible, helpful, and

respectful to different race, religion, or
culture.
- respect the communities in which we
serve and meet all responsibilities as a
citizen and always participate in any
community activities.
- to promote cooperation and
understanding between teachers and
parents as well as educational
institutions and the community.
- provide active contribution to raise the
moral life, culture, knowledgeable
society.
- adhere to proper behaviour accepted
by society and live our days well.
d) Responsibility towardsa
colleagues and teaching profession
- refrain from making any statement @
comment that could discredit a teacher
in front of studs @ their parents @ do
something that can degrade a teacher.
- do not engage in activities that could
affect our efficiency as a teacher
- strive fully discharge our
responsibilities diligently and earnestly
and keep it in line with the professional
and social progress.
- always ready to help colleagues,
especially those who are new to the
teaching profession
- always monitor ourselves so as not to
tarnish the reputation of the teaching
profession
- be a member of teachers organization.

Concept of Accoutability
Accountability
= to be responsible to someone or for
any actions, decisions, etc and is
prepared to provide an explanation and
justificstion required
= closely related to the discipline and

the need to justify and accept

responsibility, decision, or action taken.

= refers to the responsibility of a

teacher to the teaching profession.
Teaching responsibilities should be
understood and implemented by a
teacher for teachers professionalism.

a) Accountability towards
students
- Educate stud to a level of
excellence in academic
achievement as well as
potential to form a whole
produce stud with balance and
harmonious JERIS.
- Shaping the personality of stud
and teaching has a moral
purpose as always give
importance to the character of
the studs.
- Use the practices of teaching
and select materials for all
studs of diff race, gender,
religion, ability, etc.
- Develop a range of skills in
order to accelerate stud
learning and to create a
classroom environment
- Accountable for stud
performance and to provide an
explanation if the academic
achievement declined.
- Dedicated, priortize stud
welfare and safety, fair,
guiding and portray good
values.
b) Accountability towards
oneself
- Should be knowledgeable and
competent in the subj area
that being taught.
- Update themselves on new
developments (explore &
discover new
knowledge,pedagogical
content)

Build good interpersonal skills

Commintment to the task,
pstve attitude, perform duties
in a fair and equal leaning
opportunity to all.
Maintain good behaviour, have
patience, empathy, sincerity,
and honesty in carry out
duties.
Delivering info effectively,
classroom management,
discipline mangment, group
dynamics process. Stud
motivation & participation in t
& l act.

c) Accountability towards
parents
- For the development and
progress of the studs in school.
- Sahping stud personality
( teaching & innstruction form
stud character)
- Establish good relationship
with parents to support them
in prob associated with their
children.
- Play a role in guiding stud as
teacher character ( parents
hope is high)
- Gain parents trust will
encourage parents to talk
about the prob and collaborate
wit teacher.
d) Accountability towards
community and country
- Fulfilling the country as
Malaysians based on the
principles enshrined in the
National Principles.
- Perform best to achieve the
ideals and aspirations of the
National Philosophy of
Education.

Be positive to increase the

prestige of teaching profession
in public life.
Sensitive to the environment
and community affected
abstain from the ve elements
that may contaminate the
good image of the school and
community/country
Update oneself by bringing
changes to stud and future in
line with the aspirations of NEP
n Vision 2020. ( practice
reading, acquire knowledge,
tnet search skills, ict)
Develop attitudes and values
in the stud to guide & nurture
them to become loyal citizens,
responsibility, and respect all
people.
Encourge relationship with
parents and comunity (adapt
and adopt an attitude of
modesty while participating in
social act)

e) Accountability towards
colleagues and teaching
profession
- Cooperate each other to
protect the image of
profession
- Prepare to assist new
collegues in the profession
- Master latest @ content
knowledge, pedagogical skills,
etc ( attend courses,
intellectual discussion, AR,
accessing tnet, etc to perform
their duties)
- Use computer in learning, selfaccess, and means of
treatment as a result of
reading writing input virtual
- Take opportunity to make full
use of existing facilities in
teacher act cntres, resource
centers, library to enhance

quality of teaching and

profession
Acquire knowledge and skill in
edu psychology, pedagogy,
sociology of edu, tech, and
assessmnt to find alternative
to help stud.

Teacher Integrity

Integrity
wholeness @ completeness,
soundness of moral principle
which refers to sincerity and
honesty (Nillsen,2004)
Msia Institute of Integrity (2004),
refers to the inherent superior
quality and strong overall to
individuals and organizations.
The integrity of the teachers
refers to the superior quality that
exists as a whole and to individual
members of the solid edu and edu
organization based on ethics and
charter organizations.
Teacher practice and and
understand Profession Code of
Ethics and charter customers by
creating a culture of systematic
organization.
Teacher will hve trust and loving
concern of stud as well as high
persistence in addressing the
probs faced by stud.
Teacher should be responsible and
obligated to give the best of stud
- fun learning environment make
up human capital potential and
admirable display.
Teacher with faith, trust, caring
nature of the stud will definitely
get the best edu and emulate the
character of the teachers.
Teacher with good relationship
with stud based on sincerity and

compassion enable to provide the

best edu for stud.
Stud formed holistically depend
on identity and integrity of
teacher.
National Integrity Plan (NIP)
- Main aim to instil and build
ethics and integrity culture to
all.
- Allign with 4th challenges in
Vision 2020 (create society
that have strong moral values
and ethics)
- 5 goals :
1) reduce the bribe
disturbance, corruptcy,misuse
power effectively
2) enhance the competency in
delivering sys of public service
and overcome birocracy
3) enhance corporate
administration and business
ethics
4) empower the family
institution
5) improve the life quality and
harmonious society.

CHAPTER 3 : ISSUES ON TEACHERS

ETHICS

Ethics enable to protect secure

the teacher profession
accordance with the customs of
the profession (civil servant) &
not contrary with the human
rights generally.
- To protect the imge of
profession, every teacher must
adhere to professional ethics,
teaching ethics,ethical
behaviour & ethical pub.
Service (Abd Rahim,2007)

a) Teacher politeness
- Is conduct o behaviour that is
able to make a good
relationship with each other
that make a society live in
harmony and friendly.
- Courteous language teacher
should have :
1) Words contain meaning
utterance honest, sincere
and true
2) Use appropriate voice
intonation
3) Select the use of personal
pronoun and calling sys.
4) Not interrupt the
conversation of others,
selfishness and has self
views only.
5) Use appropriate strategies
to avoid misperception of
others
6) Comply with the language
that meets the community
- Characteristics of teacher
politeness :
1) Sincere,honest,kind, caring
& willing to sacrifice
2) Be grateful and thankful 4
the blessings and benefits
derived (say thanks)
3) Bold, assertive & able to
correct the bad things from
happening
4) Valuing n respecting others
despite the age,
background, ability, etc
5) Using words 4 good things
& not hurt others
6) Friendly, generous, and
willing to improve
weaknesses
7) Wear appropriate attire by
following the ethics
8) Good communication skills
considering the culture
Model Prinsip Kerjasama (PK)
Grice 1975

Based on the usage of

conversation implication in
exploring the appropriateness
Teacher give opinion @ speech
as wanted only
Have to consider the
exactness of speech, place of
discussion & the
appropriateness of the speech
Grice has 4 principles :
1) Kuantiti (perfect) give the
benefit info n ensure info
not beyond the expectation
2) Quality (correct) do not
say somethin that they
think of incorrect or not
sure without proof
3) Continuous
(kesinambungan) have
related and relevant info
4) Ways of delivering (clear)
avoid unclear perception 0
too smple, n implement
systematically

Model Kesantunan Lakoff (1978)

- To maintain the harmonious &
progress of conversation
- 3 principles :
1) Do not force
2) Give choices
3) Be a good listener
Prinsip Kesantunan Leech (1983)
- Based on the quality of
conversation
- 6 principles :
1) Polite/prudent min cost &
max benefit to others
2) Wise min benefit & max
cost to self
3) Support- min insultation &
max complment
4) Humble min complmnt &
max insultation to self
5) Agreement min fight &
max agreement to others
6) Sympathy max to self &
others
b) Teacher concern/caring

A composite representation of
the feelings, thought, and
attention given to a particular
issue o task.
Combination of feelings,
thoughts, and attention given
by teacher of the issues
encountered during his/her
duty.
Teacher concern is the power
of changing process (Havelock,
1995). Teacher hve to :
1) Realize the change
2) Interested in change
3) Identify the indicator of
change
4) Evaluate the changing
effect
5) Cooperate with collegues
6) Make improvement
Eg of issue: - do not care bout
the stud, not focus in duty,
take self-dev 4 granted
Teacher care of the stud needs
n act to meet the
requirements, listen to stud
voice, create conducive
environment, understand stud
emphaty
Teacher show caring through
Budaya Cut Apple A caring,
understanding, trusting,
accepting, patience, +ve
thinking, listening, empathy,
assertive

c) Appearance of teacher
- Refer to personal
characteristics of the teacher,
including attitudes,beliefs,
interests, appreciation,and
values.
- Standard that all teacher
should know, act normally, and
can perform tasks responsibly
regardless of subj mtter o
grade level taught
(INTASC,2005)
- Teacher portray good values

4)

Teacher be creative n
innovative
- Teacher show good
appearance (style,expression)
- Teacher show +ve attitudes
- Teacher have a good
interpersonal skill
- Howard (2007) describes 4
characteristics that stimulate
appearance n personality of
teachers :
1) Appearance of difference
- Teacher deal with the diff of
stud.
- Teacher have level of skillbased culture, an ability to
identify & recognize certain
realities created in the
classroom with a variety of
cultures.
2) Appearance for dialogue
- Teacher show passion n desire
to know the other person &
this refers to the willingness to
xplore the similarities and diff
between individu
- Dialogues between colleagues
n dialogues between teachers
and studs.
3) Disillusionment
- Able to come to fce the
frustation is showing openess
teacher look outside of their
own culture & the ability to
examine beliefs n views
beyond.
Democracy
- Able to identify the importance
of demo where all stud hve
equal opportunity to engage in
all act.
d) Business in school
- Direct selling in
school/staffroom
- Enthusiastic business will
forget & neglect their
responsibilities
- Effect the image of profession

Violated the ethics of public

services and teacher are
bound by General Order.
Authorities should play a role
by providing comments & take
appropriate action against
teacher profession

e) Part time career

- Gov official aubj to follow
General Order of the
Government
- Civil servants must obtain
approval to do part-time work
to supplement their income.
- Approval will given if the parttime job does not conflict with
the regulations such as not
done in working hours n does
not affect their work.
- Eg : tuition @ online class,
work in private institution
- Get permission from the
department of edu in advance
(tuition not more than 6 hours
a week)
f) Time management
- Discipline for teacher
- Effective time planning either
on daily, weekly or long term
to allow time 4 acts of lect,
learning, leisure, personal
responsibility n break
- Time 4 themselves (pln t&l,
punctual in entering class, not
squander studs time stud
misbehaviour
g) Financial management
- Manage finances while on the
job at the school, teacher
himself n fmily
- Teacher responsible for
collecting special fees n
magazine, produce receipt,
arrange stud finance
- Teacher make purchases
without following the

procedure (without using order

form)
Principal have rights to refuse
payment
Teacher collect special fees
from stud but not handing
over the proceeds to the
school (no receipt)
Teacher hand over the
collection a few weeks or
months until all stud pay the
fees.
Teacher need to have
accountability for the money
collected & in charge.
Teacher should always practice
virtues & wisdom moderate
severity prudent financial mag
of self n fmly.
Teacher need to be cautious in
shopping, diff the needs n
luxuries, spend wisely, save 4
future

CHAPTER 4 : DEVELOPMENT STAGES

OF TEACHER

Theory of Thoughtfulness
(Fuller, 1969)
- Studying the prob faced by
teacher pre-service & in
service teacher

Concern Theory
- attempt to explin the prceptions,
concerns, probs, grievances n
satisfaction that faced by pre-service
teacher (training prog)
- Concern the impression of
teacher/somethin that is consider to be
a prob @ somethin that thinks teacher
and would like to make somethin about
it
- 3 levels of concern :
1) Ability of themselves ( Personal
Survival)

Refer to the ability to cope

successfully teaching
(classroom mngement,
comments from others)
Dimish after first few months
of teaching

2) The values of teachers focused on

their task
- Pay attention to the ways in
which they can handle the task
with good teaching
- Focus on how to implement n
improve teaching, how to
master the content cubj
knowledge,classroom
mangement)
- Cnfidence to tackle tasks n
overcome prob

3) Impacts associated with their

teaching to stud.
- Give attention to the impact of
teaching on stud learning
- Concern on stud achievement
- See stud as individuals with
own potential ; growth n dev
Dev of teachers as Natural Process
-

Pre-service : thought, concern

will focus on yourself, then
task on teaching, and impact.
Emo, social, n physical support
needed by teacher to dev from
one stage to another
Time to shift from one stage to
another for 2nd time take
short duration compare the
first one.

5 Development of Teachers
(Trotter, 1986)
- one takes the interval between
10 & 15 years to shift from
novice to expert in the field
- 5 stages :

1)
2)
3)
4)
5)

The
The
The
The
The

Novice level
Competent level
Effective level
Expert level
Master level

1) Novice Teacher
- Begins when registered as a
stud in teaching degree prog
- Learn the specific facts
objectively & master the basic
concepts n principles
- Leaning n trying to form a
holistic view to understang the
meaning of being teacher
- Acquire some basic skills,
terminology in profession, n
initial ideas about teaching.
- Collect n add factual
knowledge, info on process of
learning
- Expose to the actual situation
of school (SBE) & prcticum
- Being mentored n clinical
observations to support novice
teacher to grow.
- Involve in socialization issue :
a) Not expert in managing
cocu/ sport
b) Not understand school
rules n discipline
c) Lack of confidence in
controlling class
d) Lack of theory n practice
e) Lack of interpersonal com
skill
-

Challenges faced by novice

teacher :
a) Known as passive,not
creative & imaginative
b) Do not achieve the school
indicator
c) Unable to adapt with the
school
environment/community
d) Unable to bear the
workload as a teacher

e) Implement the teaching

strategy
2) Competence Teacher
- Achieve the min skills in their
respective field
- Able to understand the
principles n concepts of
learning in a variety of
situations n special
circumstances
- Ability to solve T&L problems
- Investigate practice through
reflection
- Characterictics :
a) Personal mission-driven,
+ve, faith, n patience
b) Teaching own style,
expert, mativate, with-itness
c) Intellectual like to read,
fresh mental life, selfactualization
-

Principles :
a) Do It Right First Time
efficient in doind work, less
mistakes
b) Teacher teach, stud learn
teach, do preparation &
motivate stud to learn
c) Share the same vision
teacher & school
d) On-going improvement
process
e) Prevent prob than solving
prob be proactive

Requires between 2 n 5 years

of teaching experience & open
to new learning or ready to
receive additional training in
service

3) Effective Teacher
- Philip Van Hooser (1998), 3
elements of success :
a) Knowledge
b) Skill
c) Attitudes

Characteristics :
a) Professional
b) Portray strong/good theory
in teaching
c) Knowledgeable
d) Act based on code of ethics
e) Strong morality
f) Keep improving the quality
of teaching
g) Concern on stud needs
h) Identify stud strength n
weaknesses
i) Prepare self for current
demands
j) Portray good image

4) Expert Teacher
- The best in the profession
- Involve fully in curriculum
mngemnt
- Influenced stud lives positively
n lasting impression
- T easily identify the key
elements in a task
- T hve high cognitive ability to
digest & analyze the learning
environment in a creative n
distinctive.
- Hve enough experience n can
help understand the s
Ituation faced
T exhibiting a distinctive
teaching styles.
- T hve ability to guide n mentor
novice teacher (shre
experience, ideas, skills
through discussion, training
courses, etc)
- Need to :
a) Good in communication
stud dynamic learning
environment
b) Effective motivation
c) Increase the ability in using
ICT
d) Create @ plan prog
e) Able to manage classroom
effectively ( values,
relationships,environment)
- Skill required by teacher :
- Delivering

Evaluating
Stimulating
Classroom managing
Discilpine cntrol

5) Master Teacher
- To acknowledge teacher who
have skill, expertise, n
excellence in subj @ opsyen
- T is a star in its field
- understand n deal with many n
varied info & still be able to
exhibit a smooth teaching
style
- Ideas & skills affect the policy
related to conduct classroom
teaching
- Own the ability to carry out the
duty n function as teacher
max.
- GC (guru cemerlang)
- Role model to other teacher
- Increase teacher motivation n
school excellence
- Master @ phd holder
- Good & +ve personality
- MOE role to produce mster
teacher :
a) Collaborate with abroad uni
b) Twinning prog with other
uni
c) Plan In-service course
d) Train teacher (sc math in
eng)
e) Provide vocational n
technical teacher
Similarities & differences of Master
teacher (Trotter) & GC (excellent
teacher)
Similarities
-

Be a role model
Alert, concern towards stud
Wise in managing time,
material, snd resources
Empowering subj content
learning

Differences

Taught for 5 & three years

Free from blck listed

Differences between Novice teacher

& master teacher
Novice
Content knowldge
learn separte @
discrete
- limited
pedagogical
- teache based on
curriculum

Expert
-know n
understand the
content narrowly
- use wide
pedagogical
strategy
- change
curriculum based
on its need

CHAPTER 5 : THE ROLE OF PRIMARY

SCHOOL TEACHER
Teachers Role
1)
2)
3)
4)
5)
6)
7)
8)
9)

Practitioner Knowledge and Skill

Consultant/guider
The reflective Practitioner
Researcher
Agent of socialization
Agent of Change
Substitude Parents
Behaviour Shaper
Learning Manager

1) Practitioner Knowledge & skill

- Responsible to always seek
knowldge n prctice to meet the
edu needs
- Teacher love,mastre, always
looking n improving knowldge,
use @ apply knowledge
- Teacher practitioner of
pedagogical & content
knowledge
- Teacher structured the t&L and
integrated the elements of
skills n values.
- Teacher role to deliver
knowledge n enhance the stud
ethics o values

Teacher practice the culture of

learning ( read, think,
research, new idea)
Plan the t&l process
Teaching skill (pedagogical)
Keep improving self

2) Consultant / Guider
- Teacher cover a persons
entire moral dev
- Ensure that stud master the
skills needed to address the
prob @ challenges
- T work with school n parents to
guide stud toward quality n
healthy life
- T provide advice, guidance,
instruction, n assistance
- Cultivate the interest &
motivation of academic subj.
- Guide stud to identify strength
n weakness, support their
interest
- Instill passion & healthy
attitudes toward school n
relate it with daily practices
- Identify n assist stud who
experiencing prob of
edu/social/emo/physical

3) Reflective Practitioner
- Help teacher to structure
thinking toward mastery
pedagogical content & general
knowledge
- T evaluate, understand, &
learn from experience
- T always question themselves.
- Increase T professionalism
- Improve t & L act
- Enable T to think critically n
creatively.
- Able to identify strength n
weaknesses within himself
- Fulfil the stud needs
- Teaching process become
effective

Action & decisions based on

knowledge & pedagogical
knowldge effctively.
Contribution to new ideas

4) Researcher
- T apply research to understand
the culture, prctice of learning
environment and actions to
improve the quality of
professionalism
- T make decision in classroom
managemnt ( plan lesson,
assessing stud work, etc)
- Increase the quality of lesson
- Carry out the research
regarding t&L practice
- Implement the new ideas or
strategy to overcome prob
- Advantages :
- Adding theoretical clarity,
languange n learning
- Increase knowledge &
understanding of classroom
prctice n improve teaching skill
- Facilitate collaboration with
stud n others
- Opportunity to expand
commitment towards the
improvement n enhance the
profession

5) Agent of Socialization
- T imparting knowledge,
attitudes, values, personality
to stud accordance their needs
n society expectations
- T serve individual socialize and
high emo intellignce to stud
adapt working world.
- T show empathy nature n help
stud to dev emotionally
healthy
- T easy to adapt, caring, n
respect individual differences
- T involve in community act
organize by local community
contribute time, energy,
money socialize with

parents, residents,
communities
T enhance the quality of life
patterns, preserve n maintain
the culture n norms of the
community
T willing to learn n adapt to
new tech in communication
(email,chat,blog)

6) Agent of Change
- T face the changes in
performance in duty ( new
curriculum,new instructional
method, new organizational
struct,etc)
- T must be able to manage the
transition from the old to the
new, help others to release
existing ways n try new
ways,show +ve spirit, with the
ability of self-confidence, &
willingness to engage the face
of change
- T be responsive n strive to
lead the change in line with
the aspirations of the country
through his duties accordance
with the current demands
- T action of changes ensure the
edu process more effective,
relevant, meaningful n
appropriate to current
demands
- T adopt the concept of Lifelong learning ; changes be
generative, new ideas n
innovation.
- Use learner-centered strategy
- T be procative
7) Substitute Parents
- T need to understand that a
child is taught by their
parents, understand fmly
structure n fmly function in the
culture n practices of diff
customs.

T give more attention & strive

to create schools n classroom
more conducive, concern of
child bout the outside world.
T demostating the love,
warmth, and provide learning
experience that are
meaningful.
T support stud without being
discrimination .
T alert with stud needs, emo,
attitudes changes.

8) Behaviour Shaper
- T mold the required behaviour
(+ve)
- T understand the learning
goals to be achieved
- T provide focus on behaviour
change
- T provide focus on thoughts,
feelings, psychological &
emotional needs of the
individual
- T provide opportunities for
individuals to master the
control of his own behaviour
- T deliver values, beliefs to
shape stud behaviour
- T create effective classroom

T manage the process of

assessment (question,
examination, monitoring,etc)

CHAPTER 6 : TEACHER LEADERSHIP

Concept of Leadership
-

Ability to lead
Ability to influence the
members of the group to
achieve goal
A persons ability to inspire
confidence and support among
the group of people that are
needed to achieve
organizational goals.

Types of Leadership
Lewin's Leadership Styles
1.

9) Learning Manager
- T strive to create a learning
environment that encourages
collaboration among stud to
make learning process
meaningful n productive.
- T planning, organizing,
directing, n controlling the t& l
act
- T manage the classroom
(rules,routine)
- T manage physical
environment (furniture,
lighting,etc)
- T manage the psychosocial
environment of the classroom
(communication)

Autocratic
- make decisions without
consulting their team
members, even if their
input would be useful. This
can be appropriate when
you need to make decisions
quickly, when there's no
need for team input, and
when team agreement isn't
necessary for a successful
outcome.
2. Democratic
make the final decisions,
but they include team
members in the decisionmaking process.
- They encourage creativity,
and people are often highly
engaged in projects and
decisions. As a result, team
members tend to have high
job satisfaction and high
productivity.

3.

Laissez-faire

leaders give their team

members a lot of freedom
in how they do their work,
and how they set their
deadlines. They
provide support with
resources and advice if
needed, but otherwise they
don't get involved. This
autonomy can lead to high
job satisfaction

1) Natural Leadership
- Appear as influential person
- The oldest, most experience,
high interpersonal skills
- Appoint naturally
2) Charismatic Leadership
- Leader has special or unusual
quality
- Demostrate ability to solve
prob or face crisis successfully.
- Personality traits :
a) Oriented achievement
b) Creative n innovative
c) Highly energetic n selfinvolvement
d) High self-confidence
e) Willing to risk
3) Bureaucratic Leadership
- Structured n operates under
specific procedures as
established in an organization,
- Use official power to lead
organization
- Aim to max efficiency through
rational management
approach.
- Emphasis on aspects :
a) Goal-oriented orgnzation
b) The hierarchical structure
c) Concern 4 rules n discplne
d) High technical procedures
- Organization :
1) The structure of
hierarchical orgnzation of
the school headmaster
2) T hve their own areas of
expertise

3) There are rules of school n

academic tmtable for
compliance
Accountable for its work,
ensuring quality, preserve obj.
Task-oriented and less
focussed on the needs of
individuals
4) Distributed Leadership
Leadership act distribute in
interactive network
Create spirit of cooperation
(large num of member are
professional)
Closely related to the concept
of effective schools n school
improvement
5) Islamic
Lead the organization based
on the religion beliefs
Al-Quran n Hadith

Leadership Theory

Trait Theory (Teori Perlakuan)

- Assumes people already hve
characteristic or
traits,inherited traits, and
specific traits to be leader
- Identify what traits of effective
leader is.
- Set of characteristic that can
be apply in all situation
- By study trait : successful
leader similar trait

Trait
Skills
Cooperative,
Highly intelligence,
dcision mker,not
social skills,
easily gve up,
creative,organize,
self-confident,
knowledgeable
ambitious
Issue : no diff between leader
n follower ( leader are not
leader = trait of leader n
members)
Trait can be learned n master

Implications : (effective
teachers trait)
a) Encourage mission n
spirited teacher
b) +ve n real
c) With-it-ness, classroom
mngemnt skill
d) Teacher style

Behavioural
-

How leader behave in the

process of leadership
Can be trained or learn
formally n informal

Theory X and Theory Y

- Represent the way a leader
thinkks of his/her staff in an
organization.
- Theory X (-ve)
a) Eg: consider the staff, lazy,
incorporate, motivated by money.
b) Leader will be autocratic
c) Not give space n opportunity 4
staff to max the ability n potential
Theory Y (+ve)
a) Leader thought the staff
hardworking, look work as matter
of natural, ambitious, +ve
attitudes towards work
b) Staff want the resposibility bcoz
bring satisfaction
c) Leader lose control even
empowering them in the
performnce of duties
- Implications of Theory X & Y :
a) X not accurate to describe
human behaviour
b) Cause something less &
stimulating unmet need
c) X assume the needs of the
low-level determinants of
human bhaviour, Y needs of
higher level.
d) Involve T in decision
making,encourage integration,

prcticing T abilities in
classroom.

Situation Theory
- Assumes that diff situation of
organizational environment
requires a diff way of
leadership to perceive
effectiveness
- Factors of effective
leadership : follower, leader,
situation

Fiedler Contingency Theory (1967)

-

No one best way to lead

organization
Leadership style might be
effective in one situation,but
rather occur in other situation
Act based on situation
(contigency), n act to
environment conisting of :
a) The size of organization,
how leader adapt the
envirnmnt
b) Resources n operation in
diff ways
c) The notion of
leader,staff,vce vrsa
d) Use of tech
Subj to the correspondence
btween two variables ; (the
leadership style n support
environment)
Leader behaviour motivated
by task or relationship btween
people :
a) Leader-member relations
b) Task structure
c) Power position

Hersey and Blanchard Theory (!977)

-

Leadership effectiveness
based on situation
4 leadership sytles n issues :
1) Telling
2) Selling
3) Participating

4) Delegating
Style vary match the maturity
of groups :
a) Psychological
confidence,ability, n safety
of members to accept the
responsibilities given
b) Low maturity leader
encourage members to
accept their work through
persussive
c) High maturity leader
facilitate n maintain good
com,t8 appropriate
leadership style
Issues :a) The appropriateness of
leadership styles to be
apply
b) Only discuss the
relationship of leader n
members, not other issue
c) Notion that man are more
task-oriented leader &
women sentivive n aware
Similarities of both theory :
a) No best way to lead
organization
Differences :
a) Contigency broader
perspective, the
determinants of leadership
effectiveness (ability of
leader n support
environment
b) Situation theory practiced
based on environmental
(maturity of members)
Implication :
a) Teacher view the
issue/organization wisely
by review the current
environment & determine
the style of leadership

b) Build good relationship with

school community
effective
c) Let the school community
know their roles to enable
the situation support
leadership
d) T hve authority to
discipline, suspend, appoint
stud in appropriate
situation

Transformation Theory
-

Describe an ideal situation

btween leaders n followers
L able to move follower to
achieve goals based on
motivation,
desire,expectations of both
parties
L make full use of power &
influence to persuade
followers to bring change in
organization
L provide transaction as
exchange barter reward to a
job well done,
Follower agree to work (acting)
bcoz expecting the reward
(receive) frm org
L inspired n give individual
consideration based on
operation & influence the
followers to shift the attitudes
to high level
Key driver of org & follower
work together to achieve goals
L view prob from diff
perspective,consult b4 acting,
n raise awareness, concern for
followers
Change n innovation in org is
inevitable
Lead followers to higher moral
action level

The best leadership style

involve transaction &
transformation,
Transformation a value added to
the efficiency of the transaction n
not its successor leadership
Transaction (exchange) act or
effective tool to all leadership
styles (negotiation)
- Implication :
a) Mobilize the motivation,
increase self-awareness,
influence stud to achieve
goal
b) Relationship among others
are friendly, accurate n
familiar
c) Show strong comitment of
school effort to acept
responsibility n
accountability
d) Stimulate stud to accept
the ideology n school vision
e) T be the source of
inspiration to be followed
f) Demostrate concern,
respect the diversity of
indu to grow n dev well
g) Have set expectation of
high achievement to stud
(motivational words,
practice, guidance)
h) Generate consensus,
promote collaborative
work, importance of
teamwork to produce the
best outcome.

Moral Leadership
-

A form of worries that

motivate others through the
principles and holding the
aLdmirable
L not find ways to benefit
themselves but act fir the
betterment of mainkind

L earn trust of the members of

organization gradually n
inspire loyalty to leadership
style
L embeded moral way of life
(exhibit ethical value) to be
followed
Enable follower to act through
self-motivation, selfconfidence, empowering to
dev the potentials

Leaderpship Schools & Teachers

Leadership School
- Ability of the leadership of
school headmaster (power n
control in organization)
- Professional teachers,
- Can be seen in the context of
the management
- Friendly relationship &
harmonious environment
- Aspects :
a) Plan
b) Conduct
c) Instruct
d) Control

Teacher Leadership
- A model of leadership in which
teacher are involve in T&L has
the opportunity to lead
- Contribute expertise to teach
the stud
- Guide or motivate other
teacher to work together to
enhance professionalism &
stud achievement level
- Do not wait 4 order from top,
clever use the opportunity to
encourage T&L, n gain support
from authorities
- Have knowledge, skills,
expertise in subj
- Dedicated n motivated to
perform the duties and
responsibilities

The roles & responsibilities of teacher in

teacher leadership
-

Create lesson plans,

implement teaching skill
highest std by MOE
Lead n assist in the curriculum
n co-curiculum task related to
the field of expertise
Being a resource, provide
advice, n guidance in the subj
field
Conduct research, explore
innovations & new discovery
Perform task as directed by
District Edu Officer, Director of
MOE

The Leadership Challenges

- Community litercy rates rising,
advance in ICT
- T be dynamic n able to adapt
to the skills to manage change
n innovations that happen
from time to time

a) Vision of Education
Aim to provide direction to
educational leaders to jointly
perform the role n
responsibilities for achieving
goals of Vision 2020
b) Teaching & Learning of Sc
and Math
Use Eng language in Sc n Math
PPSMI
c) Transformation of Primary
School Curriculum
Integrated Curriculum for
Primary Schools (KBSR)
Primary School Std Curriculum
(KSSR)

Structure of content,
pedagogy, time allocation,
assessment, etc

d) Malaysian Educational
Blueprint (MEB) 2013-2025
11 shifts

Lack of teachers in school

Class size
Organization system
Rappo with school community.

CHAPTER 7 : ORGANIZATIONAL
STRUCTURE OF EDUCATION

MOE Vision Generation

Generator Ideal School
Distinction
- Superior power should be in
school either in terms of
academic excellence and cocurricular or political,
infrastructure, and school
environment
MOE mission develop individual
Potential through High Quality of
Education edu that enable to
build strong community, facing
the challenges in globalization era
n allign with the National Pillar
Organizational Chart
-

MOE headed by Minister of Edu

n have 2 Deputy Minister and
Parliamentary Secretary (Buku
Merah ms 284)
MOE supported by 31 section,
2 part of badan bkanun, 16
of State Educaton
Department(JPN) which under
Deputy Secretary General and
led by Deputy Director General
of Edu (TKPPM).
Organization Structure of
MOE :

1) Excecutive (Minister and

Director)
2) Management ( State Director &
Admin Officer)
3) Supervision ( supervisor of edu
officer)
4) Technical ( Headmaster &
headmaster assistant)
5) Implementation ( Teachers)
- The structure categorized into
4 parts admin : federal, state,
district, school

School Organization Chart

- Refer to School Organization
Chart (Buku merah ms 288)
- Headmaster been assisted by
senior Assistant, Senior
Assistant of Stud Affair (HEM)
& Co-curriculum.
- Headmaster will also assisted
by counselor.
- Under the 3 Sr Assistant will
be all teachers.

1) PK 1
Curriculum & administrative
management
Curriculum T&L,
timetables,examinations &
resource centre.
4 sr subj teacher : GKMP
Eng, GKMP Social sc, GKMP
technical & vocational,
GKMP sc & math
Under GKMP There are
Panel Head of the subj
offered at the school.
Administrative personal
finance, staff dev, safety n
security,school festivals, etc
2) PK 2 (HEM)
Discipline, scholarship,
admission list, certificates,
Text book Loan Scheme (spbt),
stud welfare.
Manage Stud Info Sys (SMM),
3K Prog ( Cleanliness, Safety, n

Fun), Integrated Prog, etc

3) PK 3
Manage the dev of cocurricular affairs, Malaysian
School Sport Council (MSSC),
organizing n staging sport
games, etc
Manage matter related to
society n school magazine.

Teachers Responsibilities &

Duties
- Spread the knowledge
- Practitioner Knowledge/Skill
- Value practitioner
- Role model
- Mentor
- referrence expert
- consultant
- researcher
- Agent of Socialization
- Agent of Change
- National Nation builders

Teacher Expectations
- Teacher hope @ desire to gain
reward or outcomes after the
task
- 4 expectations :

1) Expectations on students
- Teaching meets the learning
outcomes & stud performance
standards are at the expected
level.
- T expect pupils hve
behavioural n perfect manners
when stud mentored, nurtured,
and taught with good things.
2) Expectation on School
Administrator or Manager
- Appreciate the hard work and
efforts (no bias n fair)

Able to lead with trust,

integrity, and hard
T expect superior welfare of
teachers with tolerance,
understanding, caring,
sensitive, kind, and fair.

3) Expectation on Parents &

Community
- Parents and Teacher
Association (PTA) Help
teacher to ensure stud success
- Participate controlling stud
behaviour, motivate stud, offer
help n moral support in all act
- Expectation on police, RELA
and community to participate
in the control of stud safety of
stud and school.
- Plan strategy to build a bridge
between parents and teacher
in school community.
4) Expectation on Self
- T expect they will hve many
opportunities & incentives in
career path
- Eg : courses.
- T prove that the chances of
the courses & the opportunity
to pursue a Doc of Philo
needed to improve the
national edu system.
- Achieve the Key Performance
Indicator (KPI), prform duties
with quality of work.
CHAPTER 8 : DEVELOPMENT OF
TEACHER PROFESSIONALISM

Personal Learning Plan

-

Concept of Lifelong Learning

Seeking knwledge from cradle to the
grave
-

Islam : anyone that is on path

to seek knowledge, Allah will
point the way to face for up to
heaven knowledge

important in building human

being, bring people with good
things.
Means self-motivation towards
search & knowledge
enhancement voluntary o
personal needs
T must hve passion & strong
ambition to cont n increase
knowledge
T updte knowledge n skills to
in line with changes
(globalization n ICT )
The program of Lifelong
learning :
a) Seminars
b) Workshops
c) Short @ long courses
d) Engage in consultation
e) Reading
f) Research
g) Project
h) Field trip

LL (lifelong learning) is a
prctice that is very accurate &
teachers need to prctice in
their lives.
LL can no longer limit the
pursuit of knowledge across
time n place (Ict,
LL requires teacher to prepare
with a personal learning plan
that includes the following :

a) Learning at Home
Handled by parents o tutors
Supervision of a curriculum
that has been approved
Allow someone to learn
without be at the class.
Eg : online Learning , learning
modules
b) Adult Education
Learning among adults
through courses or advanced

studies prog whether at

college o uni
Workplace : Staff Dev Training
Adult wo retired : study
religion
To address the prob of
illeteracy among Msia
Adult volunteer to attend class
held at community hall
c) Continuing Education
Similar to adult edu
Focus on effort to pursue
studies at a college to earn
certificate, dgree (part time o
full time)
Opportunity to achieve higher
edu
Ways : classroom, cd-rom,
interactive course on9, on9
learning, internet

e) Self Learning Environment

Learning sys that requires stud
to manage n control their own
learning
Stud undrstand learning goals,
own learning, n willing to
interact with others
Stud hve social skills
Eg: e-Learning

Reading Knowledge Bridge

Read book, newspaper,
magazine, on9.
T make reading as routine n
discuss issue without
hesitation

T abilty throw ideas, grasp

issue shows briliant educator,
knowldgable, and insightful.
Ways o strategies :
a) Allocate ime to read every
day
b) Bring book to anywhere
c) Find quiet space n not be
disturbed while reading
d) Visit the book fair n book
stores to foster interest

Investigate Culture
-

d) Knowledge Worker
Focus on professional dev n
career training
Knowledge n ability to analyze,
design, n dev their area of
expertise.
Eg : Action research

Reading Culture
-

Act that effective in LL since

research allow T to think, plan,
conduct surveys to read
variety materials, especially
the findings of other studies,
providing the quest, analyze n
write report
- Research allow T to have high
order thinking skill, sensitive,
critical thnikig, uncover new
things
- AR implement to improve the
quality of products n services.
- T enable to identify issue n
prob related to T&L, discipline
n attitude, leadership,
mangement
- Teacher Edu Division (BPG)
provide space for institution
involve in research n present it
Definition
- AR Kemmis (1988), AR be a
form of self-reflective inquiry
undertaken by participants
such as teachers n stud in a
social situation such as edu, to
improve the social practices &
enhance their understanding
of the practice
- Steps in AR :
1) Identifying issue/prob
2) Identify objectives /
questions

3) Plan an action (model, data

collection method, data
analysis)
4) Implementation of action
5) Collecting data
6) Analyze data
7) Conclusion
8) Reflection
- Importance of AR
a) Improving the practice of R&D,
T&L process
b) Promote collaboration with other
culture
c) Focus on a study of more specific
about one of the aspects of
teaching thst is also an aspect
that pay attention ( study the
issue n find new approach.
d) Documentation n evidence of a
statement made possible through
AR (Data collection)
e) AR inducing culture that make
self-reflective n open minded,
able to receive n admit
weaknessess, also willing to
improve n change
f) AR provide opportunity to add
value of professionalism, latest
approach o strategies for
improvement
Reflective Practice
-

Practice to think @ reflect on

an experience that we
experience and recognize its
implication for us
Help T to balance our beliefs
wih the needs of stud
T evaluate n identify strength
n weaknesses
Schon (1993), learning process
that involves a HOTS about
practice-based learning to gain
a new perspective to renew
the judgement & increases the
inquiry to be an assemblage.

The importance of Reflective

Practice :
a) Enhance stud n teacher
manage the classroom
effectively
b) Improving the
professionalism of teachers
in service
c) Ideal 4 trainee teachers to
strike a balance between
their own experience with
the success of the previous
(lec/ sr teacher)
d) Include in AR; developing
curriculum tha led to the
finding or ongoing feedback
related to the issues that
arise in the school n
classroom mngement
e) Lec guide n train stud
teacher in the
implementation of T&L
mangemnt effectively
through reflection
f) Self learning for teacher
Types of Reflective Practice :
Occur in situations where our
actions affect unexpected n
not part of our action plan

Instant Reflective Practice

( Reflection-in-Action)
- While T acting in classroom
- Eg: T try new action to xplore
new unexpected events in
classroom
- Influencing the way we
evaluate, think, restructuring
strategies, generate new
understanding, n new ways of
looking at prob
Reflective Practice Up Action
(Reflection-on-Action)
- Done after an action is taken
and can occur in verbal & nonverbal

Quickly realize the things that

happen in classroom

Reflective Practice in Reflection

( Reflection-on-Action)
- Occurs after action is taken
and help teacher gain new
way of performing a task, learn
new knowledge, n build theory

Ways/ Process of Reflective Teaching

Reflective Journal Writing

- Act that promotes reflective
thinking among teachers n
studs.
- Writing that lead to
improvement of an action
- Steps :
1) Identifying the prob
2) Act and observe what is
happening
3) Determine action to change
n fix the prob
- More than a thought
- Requires rational thinking to
propel change n bring
improvement (realistic)
Portfolio Management
- A tool to stimulate reflective
thinking, and reflections done
in systematic and analytical
thinking
- Wolf (1996), portfolio as a
collection of info about a
teacher teaching practice
consists of lesson plans, stud
work, n other materials related
to T&L
- Dev sense of responsibility
towards the achievement of
the stud themselves,
encourage independent
learning
- As evidence for T to reflect n
think as teacher

Allow T to document, xplain

their actions, the evidence of
their professionalism n their
awareness of their actions
Stud recognize their
achievement
Tool to encourage stud to build
knowledge n skills to stimulate
their duties in teaching

Discussion ( Budaya Musyawarah)

-

Working with others to achieve

the same goals
Increase success when
collaborate together
Discussion is done to reach
consensus or agreement on
any action taken
Musyawarah is used to
determine decision together
for excellent results.
Facctors of musyawarah :
a) same goals
b) continuous n open dialogue
c) make decision based on
members agreemnt
d) systematic action
e) have reflective prctice n
feedback

Collaboration and Consultation

-

relationship with others in

performing duties n
responsibilities.
Working with other to achieve
goals
Importance :
a) Develop knowledge,
understanding,n skill to
improve quality of
students learning
b) Grow teacher profession
c) Solve prob in school
d) Share, try, new ideas,
reflection on prctice & dev
new knowledge.

Elements of effective
Collaboration
a) Working relationship dev &
maintain through teacher
belief
b) Working together :
voluntary
c) Appreciate directly to who
involved
d) Working as a scheduled act
that show status of work to
be done
e) Increase skills n initiative
as continuous process.
Ways teacher collaborate :
a) Team teaching
b) Collaboration through ICT
(Info n Com tech)
c) Collaboration between
organization/institution/age
ncies

In-Service Training
-

Training In Service (LDP)

highlighted in Edu Dev Master
Plan (PIPP)
Increasing knowldge n skills in
variety areas for 21st century
Provide opportunity for teacher
to renew,improve n bring
pradigm shift in their self-edu
issues.
Teacher Edu Division (BPG)
tasked to perform in-service
training (INSET) or In-Service
Course (KDP) to teachers
Short course in 3-4 days within
1 year
The objectives of course :
a) To expose teachers to the
latest innovations in the
field od edu
b) Intend to meet current
demands n requirements
c) Improve the quality of
teaching by offering related
courses to the issues

d) Equip teacher with the

competence to enable to
create an effective learning
environment
e) Inculcate Lifelong Learning
in teacher
f) Enable teacher to cope with
the challenges that exist in
edu field
g) Complete knowledge n
awareness of teachers on
educational policies
h) Enhancing teaching
profession
Authentic Learning
-

Act-based learning in the real

environment that allows stud
to focus on the knowledge n
skills such as thinking n prob
solving skills
Task-based act that relevant to
actual situation, across the
crriculum,n provide an
appropriate level of complexity
to enable them to choose their
own level of difficulty.
Features :
a) Stud complete task by
identifying n researching
assignments that allow
stud to interpret openly
b) Stud inspect n review tasks
within a certain time
c) Stud are given the
opportunity to study n
understand their
assignments
d) Stud opportunity to
collaborate with others
e) Integrated n implemented
across a variety of subj n
cross-discipline that allowa
stud to play their roles
f) Stud feel motivated n try to
solve the prob

Access Information from Multiple

Sources
-

The dev of ICT provide

changes to master variety of
info.
Programmes :
a) Prog Adobe
b) ERIC prog
c) E-learning
d) E-library, E-Books, EJournals

Ethical Code of Teaching

Profession :
1) principle of equality
2) principle of confidentiality
3) principle of loyalty
4) principle of keterbukaan
5) principle of ketekunan
6) principle of mgelakkan
conflict kpentingan

Excellent Teacher (GC)

-

Plan T&L process, implement

the process, build stud
potential to high level as
required by MOE
Be the reference, provide
advice services, n guide
teacher in the expertise field
Carry out research, produce
academic writing, explore
innovation,n new ideas

Guide n help in curriculum n

co-curiculum based on subj
expertise

Elements of Humanity in teacher

leadership practice :
1) Treat all teacher as worker
2) Stud as a parents n country
responsibility
3) Deliver instruction in diplomatic
way
4) Appreciate the follower opinion
5) Give trust to the follower
6) Keep the follower welfare n safety

MOE strategies to enhance teaching

profession :
1) Prog pensiswazahan guru sek ren
- PGSR
2) In-service course (KDP)
3) Prog Conversion bg guru bkn
opsyen
4) In-house training at school or
institution
5) etc