Title 8 : Development of Teacher Professionalism

Learning Outcomes
1 . Explain the concept of lifelong learning.
2 . Designing and choose their on learning plan.
! . "mplement action research to integrate reading# reflective practice# and
colla$orative research process.
% . "ncorporation of added value through lifelong learning in teaching and
learning.
& . 'a(es reflection and planning to improve )ourself as a teacher
professionalism.
* . Displa)ing the characteristics of colla$oration and consultation in carr)ing out
group or(.
+ . ,ccessing information from various sources to increase professionalism in
teaching.
8.0 Introduction
'ala) prover$ that sa)s -.ee(ing (noledge from the cradle to the grave - means#
the need to see( (noledge should not stop until e die. The meaning is ver) $road
expression hich suggests that the /uest for (noledge is a claim that should $e
dran starting from the $eginning of human life is a human person until this the end
of orld. The maxim is reflected Lifelong Learning as inspired earlier $) our
ancestors $efore. "n addition# the other sa)ing there called -.ee( (noledge even
reach 0hina1. 0hina at one time considered to $e at the end of the orld. , trip to
0hina is so far and time consuming for months. 2h) to 0hina3 0hinese people at
that time had come to 'ala)a in particular 'ela(a to trade and hence# the 'ala)s
sa 0hinese isdom and discernment. 4o dou$t# if e-re going to $e learned# and
e have to learn from the ise even further# $ut the pro$lem is not much need to $e
a reason in the search for (noledge.
8.1 The concept of Lifelong Learning
The concept of Lifelong Learning and the concept of discover) of (noledge is not a
ne thing spo(en of# $ut the concept has $een around since time immemorial# as
evidenced $) the creation of the prover$ial sa)ing in ever) communit).
"t is also stressed the importance of see(ing (noledge in ever) religion. "n "slam# it
is ver) clear through the ords of the Prophet# hich means:
5,n)one that is on a path to see( (noledge# ,llah ill
point the a) to face for up to heaven.- The 6ol) Prophet of "slam reflects that ho
heavenl) reards to those ho see( (noledge# $ecause (noledge is ver)
important in $uilding a human $eing# $ring people ith good things. The concept of
Lifelong Learning also discussed $) 7asil 8eaxlee and Edard Lindman 91:2*;
asserted that education is the constant in human life. Lifelong learning means self<
motivation toards search and (noledge enhancement -voluntar) personal or
professional needs. Ever) teacher must have a passion and a strong am$ition to
continue to increase our (noledge of life in the chest. Learning can occur in formal
or informal. ,ll teachers need to update their (noledge and s(ills in ensuring the
development and teacher professional development in line ith the changes and
challenges of the time to time. =uoting Pat 7asset# President of the 4ational
,ssociation of "ndependent .chools 92>>:; that there is a strong correlation directl)
$eteen teacher professional development on student achievement. 0hanges ta(ing
place in toda)-s era of glo$ali?ation re/uires each teacher to master (noledge and
s(ills in the field of information technolog). ,t the same time the soft elements can
una$le to $e ruled out altogether as soft elements geared toards human values and
spiritual strength that ill $alance the demands of human life. .o ever) teacher
should have a plan in the form of self<stud) programs and opportunities availa$le to
$e gra$$ed $) the teachers in order to enhance their (noledge and s(ills.
Ongoing training for teachers is an approach in Lifelong Learning. The program
Lifetime Learning is attending seminars and or(shops# participate in short courses
and long courses# engage in consultation # reading# doing research# visits to schools
and $enchmar(ing visits# participate in pro@ects run $) communit) ministries and
organi?ations and associations active in academia as Linguistic .ociet)# 6istorical
.ociet)# and the Aeographical .ociet).
8.2 Personal Learning Plan
Bigures in the field of education as Ca$a# Professor Tan .ri Dr. ,ang 6ad .alleh#
Tan .ri Dr. 2an Cahid and latest late Dato - Da?ali "smail 9Bormer Director of 7PA
and Deput) 'inister of Education; and man) other ma@or figure in the field of
education $ecause the) can pla) a role as a human a$le to flip the mind and create
aareness to the communit). 6o can the) afford a $ig role in education3 The) are
individuals ho or( tirelessl) to discover (noledge even if the) alread) have a
degree and or( comforta$l). Through the (noledge possessed $) them# these
figures pla) their role successfull). Development in education re/uires each teacher
to increase their (noledge and s(ills in line ith current demands. .o# Lifelong
Learning is a practice that is ver) accurate and the teachers need to practice in their
lives . ,s the teacher is an example and role model closest to the students# then
learn ho to learn 9learn ho to learn; should $e shon through $ehavior and action
$) the teachers themselves. "n the concept of Lifelong Learning# e can no longer
limit the pursuit of (noledge across time and place# that onl) through learning in
childhood that occurs in classrooms alone. "nstead of learning to occur throughout
life in a variet) of situations# in addition to the development of information and
communication technologies in the /uest for (noledge toda) is not impossi$le.
Lifelong learning re/uires teachers to $e prepared ith a personal learning plan that
includes the folloing:
9a; Learning at 6ome is regarded as informal learning. Learning at home is usuall)
handled $) parents or tutors. Learning can occur through the supervision of a
curriculum that has $een approved. ,t the present time there are a num$er of
educational programs that can ta(e place at home# including online learning#
otherise (non as online learning 9OLL; is an approach that allos one to proceed
ithout having to $e at a college or universit) to interact face to face ith a teacher
or lecturer. ,nd learning modules are also $ecoming popular these da)s and a lot of
helping students achieve academic success.
9$; ,dult Education in the form of learning among adults through courses or
advanced studies programs hether at college or universit). Opportunit) to increase
(noledge also happen in the or( place# often referred to as the .taff Development
Training 9LP.; to improve the efficienc) and competence in their respective careers.
,mong adults can improve their (noledge and s(ills in a particular area of interest
and preferred $) them for personal enrichment. Learning among adults ho have
retired more focused on the stud) of religion and learning that happens in a mos/ue
or surau. Detirees often attend classes read the =uran and Ta@eed# "n ,ra$ic#
translation and fields of religion hich has not $een a$le to learn them at a )oung
age. "n the 1:*>s# ,dult 0lass as initiated $) the government to address the
pro$lem of illiterac) among 'ala)sians. Target 0lass ,dult students are adults ho
voluntaril) attend classes held at the communit) hall in a village in the afternoon to
learn literac)# reading and riting. Teacher in<charge has $een teaching courses in
teacher training colleges around the countr). The government-s efforts are successful
hen most of the illiterate adults to read and rite. These da)s# there are computer
classes organi?ed $) certain organi?ations to ensure that our societ) "T literate.
9c; 0ontinuing Education is ver) similar to the concept of ,dult Education is more
focused on an effort to pursue his studies at a college or universit) to earn a
certificate# diploma or advanced degree either full time or part time . 0ontinuing
education is an opportunit) for an)one to achieve higher education. "n 'ala)sia#
continuing education is increasingl) attracting the interest of man) graduates. The
num$er that has a second degree 9'asters; and third degree 9PhD; increases ever)
)ear. 'an) universities no offer programs for those ho ant to continue their
studies on a part<time ee(end t)picall) $egins on Brida) evening to .unda). There
are various methods of continuing education# including learning that occurs in
traditional learning that is conducted in classrooms and la$oratories. 4oada)s#
learning; Demote ine 9D; E; are gaining popularit) as practica$le ith the help of
video footage and filling materials 0D<DO' # 2itoelar programs # online learning
9OLL;# internet and interactive courses online 9"nteractive Online 0ourses;.
9d; Fnoledge 2or(er focused on professional development and career training.
Fnoledge or(ers )ardstic( of (noledge and a$ilit) of a person in the or( $eing
carried out $) them. The) should have plent) of information on the scope of their
emplo)ment to $e a$le to anal)?e# design and develop their areas of expertise.
0onducting research s(ills ena$le them to identif) pro$lems and ma(e
recommendations to overcome an organi?ation is a$le to ac/uire /ualit) and achieve
goals. , teacher should explore their career fields related to pedagog) 9pedagogical
content (noledge;# su$@ect matter 9su$@ect content (noledge;# ps)cholog)
students and matters involving classroom management. ,s such# action research is
a a) that allos teachers to deepen the teaching profession so as to introduce the
latest techni/ues and methods in the education s)stem $oost.
9e; .elf Learning Environments 90O; in the form of a learning s)stem that re/uires
students to manage and control their on learning. .tudents need to understand and
define learning goals# managing their on learning and are illing to interact ith
others in ensuring that the learning process to achieve the goal. Learning experience
in formal and informal is the perfect com$ination of a self< learning environment.
.tudents should have the social s(ills that ena$le them to communicate ith others
in order to share (noledge and cross<$order institutions to ac/uire a variet) of
sources. The concept of Lifelong Learning through the PPF is something ne and is
consistent ith the concept of e <learning is introduced.
8.3 Reading Culture
2ho can den) that the isdom of a man strongl) supported $) the reading 3
Developed and successful nation is a nation that ma(es reading as a culture in their
lives. "slam emphasi?es the practice of reading through al< ,la/ verse 1: hich sa)s:
Dead in the name of th) Lord ho created# 6e has created man from a clot#
Dead# and )our Lord is the 'ost Aenerous# 2ho taught $) the pen 9read< rite;#
Taught man that hich he (ne not.-
,llah sa)s through .urah al< ,la/ clearl) shos that people need to read in order to
master the (noledge that no man (nos for reading drives $uild perfection of life.
"n 1:88# the Prime 'inister at the time# namel) Dato -.eri Dr. 'ahathir 'ohamed
has launched a themed )ear Deaders -Deading Fnoledge 7ridge-. "n his speech# he
stressed that there as no reason for an)one to not gain (noledge through reading
various facilities given to read ere availa$le and e can not accept the
conse/uences of ignorant people do not read. Even in the speech# the Prime
'inister also urged the teachers to practice reading to ensure that the) are
constantl) updating their (noledge as their role as educators and role models to
students in school.
4oada)s# too man) resources availa$le reading# reading is not @ust limited through
$oo(s# maga?ines and nespapers 9hard cop); alone# $ut also# through reading
various internet can do. Teachers in other countries especiall) in the developed
countries ma(e reading as a routine in their lives so the) can discuss issues and
matters ithout hesitation. Their a$ilit) to thro the idea# to grasp the issues and
anal)?e a permasiilahan reflects the image of a $rilliant educator# $erihnu and
insightful. Therefore# teachers in 'ala)sia should polish up the image of reading
teachers 'ala)sia to ensure that teachers are isolated from other professional
groups.
To ensure that teachers are a$le to manage their time not neglecting the practice of
reading# folloing a fe guidelines can $e thought of and practiced:
9i; ,llocate time to read ever) da) for at least 1> minutes at a time and can ma(e
free practice at $rea(fast or afternoon tea. "f )ou can provide four times a da) using
1> minutes at a time# this means )ou have used %> minutes a da) to read. Bor
example # in the morning 1> minutes 9during $rea(fast;# noon 1> minutes 9after
lunch;# afternoon 1> minutes 9during the afternoon; and night $efore going to $ed 1>
minutes. The proposal is minimal and )ou can ta(e a longer time# especiall) at night
even hen )ou-re l)ing in $ed $efore sleep.
9ii; 'a(e sure )ou $ring a $oo( to an)here )ou go $ecause if )ou feel $ored hile
aiting for someone or aiting for instance hen aiting for the $us # either hile
traveling in a $us # commuter train# car or plane # hile aiting for their turn in $an(
or clinic# or hile aiting for the arrival of students to the class.
9iii; Deduce other activities vanit) and fill the time ith useful activities such as
reading. "n addition# avoid asting time atching TG is too old# l)ing or sleeping# a
)arn ithout a clear purpose# indo shopping or pla)ing video games.
9c; Bind a /uiet space and not $e distur$ed hile reading. 8ou need to ma(e sure
that )ou have a corner or a comforta$le reading area. 2ith it# )ou can read in a calm
and a$le to focus on reading. "f the conditions in the house a little less comforta$le
and snug# )ou can read under a shad) tree or $eside a peaceful la(e.
9d; Prepare a list of reading material that )ou have identified and ma(e a note to get
it. .ometimes e visit e noticed a $oo(store or $oo( promotion# $ut e are not
read) to $u) it. 7) providing a list of the $oo(s )ou are interested in# )ou ill tr) to
get one $) one.
9e; Gisit the $oo( fair and $oo( stores to foster an interest in reading. 8ou ill $e
impressed $) the ealth of information contained in a $oo(. 8ou can visit the $oo(
shop at garage sales or )ou can visit second<hand $oo(shop.
Define )our goals in reading to ensure )our spirit condensed in reading. "n addition
to our dail) practice reading a nespaper or maga?ine light# e ould have to
change their attitude and geared toard reading materials containing higher
(noledge. "n 'ala)sia# a ver) small num$er of teachers read research @ournals
cause the) thought less developed and less a$le to improve the /ualit) of teaching
and career management. Teachers can onl) $e proud of the experience and existing
(noledge alone and this ill cause the pupil of our students lose interest in
learning.
8.4 Investigate
Desearch culture among 'ala)sians# particularl) among the gum is not )et
comprehensive. Desearch is one activit) that is ver) effective in the Lifelong
Learning memadang(an through research e started to thin(# plan# conduct surve)s
to read a variet) of materials# especiall) the findings of other studies# providing the
items /uestion# anal)?e and rite reports. Desearch process lead to high thin(ing
and anal)sis level to train us to $ecome more sensitive and critical thin(ing. "n
addition# the research allos us to uncover man) ne things that allo us to propose
a more action to the latest and appropriate.
Bor teachers# the most appropriate t)pe of research is ,ction Desearch 9PT;. 2hile
others also implement PT to improve the /ualit) of products and services# $ut for
teachers# 0' allos teachers to identif) issues and pro$lems related to the
management teaching and learning 9T H L;# discipline and attitude# leadership and
management of the school and other things the education s)stem.
,ction Desearch 9PT; as first introduced $) Furt Leinm91:%*; hen she rites
a$out communit) issues Ealam Femmis H 'c Taggert# 1:88;. "n 1:+!<1:+*# Eohn
Elliot and 0lem ,delmen have used the methodolog) of PT in the Bord Teaching
Pro@ect in an effort to help teacher use several /uestions in the classroom. The
research activities among teachers started in the Inited Fingdom $) .tenhouse
91:+1# 1:+&;# along ith the - 6umanities 0urriculum Pro@ect - hich $erpendapa
t$ahaa teaching should $e $ased on research and teacher education and integrit)
can $e enhanced if research in parallel ith the development of the curriculum.
,t the 'inistr) of Education# PT starts ere introduced in 1:8: $) college lecturers.
"n 1::&# PT as incorporated into the curriculum of Teacher Training Diploma
0ourse 9ta(ing up; and Teaching 0ourse 9FPL";. Development and Polic) Desearch
9The Department of Educational Planning and Desearch Development < EPDD; PT
course to have trained teachers in 'ala)sia since 1::+. ,t present# various efforts
underta(en $) the 'inistr) of Education to ensure that teachers in 'ala)sia PT and
$e a$le to run "T as a culture. Through the curriculum of 7achelor of Teaching
implemented in 2+ teacher training institutes 9"PA;# ,ction Desearch course ith an
allocation of * hours is offered as a core course. Offer courses of * credit hours of
research is an effort to strengthen the capacit) of graduate teachers "PA run PT
hen the) are in school later. ,s for the 7achelor Teaching and a 7achelor of
Teaching Iniversit) operated $) Open Iniversit) 'ala)sia 9OI'; in colla$oration
ith the institute offers courses Desearch 'ethodolog) 9! credit hours; and .chool
7ased Desearch 9! credit hours;. The courses provide (noledge in the research is
to help teachers "PA graduates can continue their studies at a higher level and is an
effort toards Lifelong Learning.
"n addition# each )ear# the Teacher Education Division 97PA; along ith "PA
research seminars that provide space for the institute lecturers involved in research
and presented it to share all the findings for the improvement of the institute
lecturers. Bor universities# research is a (e) tas( of the lecturer as ell as teaching
and conducting consultanc) or(. Determined universities in improving the
(noledge and research that proved hen four selected universities as research
universities 9universit) research;# the research institutes of .ciences 'ala)sia
9"".';# Iniversiti 'ala)a 9""';# Iniversiti Fe$angsaan 'ala)sia 9IF'; and Iniversiti
Putra 'ala)sia 9IP';. This encouraged other universities to or( hard to $e a$le to
choose a universit) research as ell as driving health) competition among scholars.
2e need to emulate the developed countries are constantl) groing and developing
through research and innovation culture societ)# especiall) among teachers.
8.%.1 Definitions
.everal definitions of action research ere su$mitted $) some experts the ell<
(non action research. Furt Lein in the %>-s have $egun stating that PT is a round
9spiral;# hich consists of planning# action# evaluation of the action. ,ccording to him#
to understand and change a practice in the communit)# the researcher should
involve practitioners is directl) involved in the issues that are $eing studied in the
research process. 'c Fernan 91::1;# explained that PT is a method of in/uir) that
led to the or( of research and riting then as produced $) .tephen 0ore) 91:&!; at
Teachers 0ollege# 0olum$ia Iniversit)# 4e 8or(.
.everal definitions of action research have $een presented $) several figures# hich
are as follos:
9f; Elliot 91:81; argues that the PT involves the stud) of the social situation hich
see(s to improve the /ualit) and increase the effectiveness of an action.
9g; Femmis 91:88; stated that PT $e a form of self< reflective in/uir) underta(en $)
participants such as teachers# students or principals in a social situation such as
education# to improve the social practices and enhance their understanding of the
practice < practice.
9h; 'c4iff 91:88; argues that the PT $ecome a tradition that promotes teacher self<
stud) practices in or( and hen there as an attempt to understand the realit) of
the current situation and allos the researcher to explain the development of their
education .
.ome(h 91:88; stated that PT is the stud) of a social situation ith a vie to
improving the /ualit) of an action 9in Da) 1::># p. !%;. 7ased on the vie that the
four figures# it can $e concluded that PT is a stud) of the social situation 9the
situation of education; involving participation of teachers or lecturers as researchers
ith the aim of improving the /ualit) of action and improve the practices of self.
8.%.2 "mportance of ,ction Desearch
,ction research is something to $e encouraged and groing demand among
teachers. The importance of action research to educators is as follos:
9i; "mproving the practice of D H D .elf< teachers or lecturers ho are directl)
involved in an D H D ,s an educator# )ou ill $e a$le to identif) the issues and
pro$lems hile operating P H P. Pro$lems that appear to $e among the repertoire of
/uestions that are so relevant and practical situations arising from D H D dail)
teacher. The pro$lem is pushing toard an improvement plan ith the goal of
expandJimprove the situation of practice.
9i; Bocuses on a stud) of more specific a$out one of the aspects of teaching that is
also an aspect that )ou pa) attention. Bor example# some of )our students less
focused on teaching )ou and this is an indication that )ou are less a$le to attract
them to )our teaching. 7) focusing on these aspects )ou ill stud) in detail the
cause of the pro$lem and find ne approaches that are $etter a$le to attract the
attention of )our students for )our lessons. 8ou ill $e a$le to trac( ho )our ne
approach is successful hen it is also evaluated and o$served. This process
encourages the collection of information more clearl) and accuratel).
9@; Promote colla$oration ith other cultures # that )ou as a lecturer J teacher
personall) involved as a participant in this stud) and ma) underta(e a stud) on an
individual $asis ie )our pupils or colleagues )ou as an informant for the actions )ou
ta(e. 0olla$oration partner is (non as critical friends. This is to encourage a culture
of sharing and helping each other in an effort to increase the professionalism of the
teacher. The results of PT shared to other teachers is a positive partnership.
'oreover# action research can also $e conducted colla$orativel) ith other
researchers 9teacher J lecturer; other (non as a colla$orator J partner researchers
ith a commitment to improve# increased non < sump ell and expand their
understanding.
9(; Documentation and evidence of a statement made possi$le through action
research. ,n issue or pro$lem hen discussed and folloed up ith a)s to
overcome less to attract the masses to the matter of sufficient evidence. Through
action research# a variet) of methods to collect and anal)?e the data used as
evidence for reflection. The method of collecting the data is a personal reflection
@ournal # document anal)sis and intervies. The data anal)sis as performed either
/uantitativel) or /ualitativel).
9l; PT inducing culture that ma(e self< reflective and open minded# a$le to receive
and admit ea(nesses and illing to improve and change# $ut also can improve the
practice of self. PT ill involve a continuous process and progress in research
through the identification of focus and situationsK develop an action plan# collecting
and anal)?ing data and presenting findings to others# to o$tain feed$ac(. The
findings of the reflection used to improve the plan of action or identif) ne situations
in the next c)cle. Thus# the num$er of c)cles ma) $e involved in the PT.
9m; PT provides an opportunit) to add value di??iness# approaching professionalism.
Through PT# all efforts ere made to find the latest approaches and strategies in the
management of D H D in action ever) ea(ness improvements in the management
of D H D# the various elements of the action using renea$le and explore ne
approaches. Element value added services such as the use of "0T in teaching and
learning# pro@ect<$ased learning J Pro$lem J game# student<centered learning and
teaching methods are elements that can $oost the effectiveness of D H D "n fact# the
PT itself is an added value to teachers and educators vie the process PT promote
the professional development of researchers since the PT massing of planning#
anal)sis# reflection and pro$lem solving.
8. Reflective Practice
8.&.1 0oncept of Deflection
Deflective thin(ing is a practice to thin( or reflect on an experience that e
experience and recogni?e its implications for us. Deflective thin(ing is a practice that
is meant for us to empathi?e ith the P H P. The culture of reflective thin(ing for
teachers can help teachers to $alance our $eliefs ith the needs of students. 2hen
e ma(e a reflection# e $ecome more aare and critical a$out our on practices
and is a teaching can $e improved.
Through reflection# e evaluate the results of our plans and strategies in D H D. 2e
tr) to identif) strengths and ea(nesses. 2e ala)s inculcate a positive attitude to
improve student achievement. The practice of reflection helps us to gro as a
professional and effective teacher.
Deflective teaching is important for us to understand this teaching to a$le to use
practical experience ithout neglecting the fact that there are values# assumptions#
$eliefs and self perspective affects $oth the practice and ho the practice is
experienced. Deflective teaching is a strateg) to help us ma(e an informed decision
a$out the theor) and practice of teaching. "nstead# the reflective guai ala)s
/uestioning# experimenting# reassess and improve practice 9Arant H Ceichner#
1:8%;.
Deflective practice as first proposed $) Donald .chon in 1::! through his $oo(
The Deflective Practitioner ho explained that reflective practice should $e a
continuous process that involves consideration of the events and experiences that
are critical in life. .chon also argues that reflective practice is a learning process that
involves a high level of thin(ing a$out practice <$ased learning to gain a ne
perspective to rene the @udgment and increases the in/uir) to $e an assem$lage.
'oon 91:::; argues that reflective practice is a set of a$ilities and s(ills to explain
the steps facing an issue <oriented pro$lem solving.
7riggs 91:::; states that reflection as a real reflection of something that happened a
professionalal action so to improve such practice.
0laxton 91:::; points out that reflection as a process of learning to learn and
improve the development of learning to learn hen# ho and hat to do hen e do
not (no hat to do.

8.&.2 The "mportance of Deflective Practice in the Teaching Bield
"n the field of teaching# ver) important reflective practice to enhance student
teachers manage the classroom effectivel). "n addition# reflective practice is also
ver) effective in improving the professionalism of teachers in service. The folloing is
the importance of reflective practice in teaching:
9i; Deflective Practice is ideal for trainee teachers to stri(e a $alance $eteen their
on experience ith the success of the previous 9lecturer J senior teacher;. Trainees
can read research @ournals or reports prior reflection to $alance their experience ith
the experience. Professionals to discover approaches are $etter suited to manage P
H P. .elf< reflective practice involves consideration of the experience hen appl)ing
(noledge to practice 9(noledge to practice; ith the guidance of the professional
field. "n this case# student teachers can assess the extent of their capacit) and
capa$ilit) to appl) theor) and (noledge learned in the classroom to classroom ith
the guidance of the lecturer.
9ii; Deflective Practice is included in the ,ction Desearch 9,D;. ,s discussed in the
title ,D that ,D is a tool in developing a curriculum that led to the finding or ongoing
feed$ac( related to the issues that arise in the management of schools and
classrooms. The importance of reflective practice as part of PT is hen student
teachers $ring feed$ac( on student teachers during the practicum experience and
feed$ac( or data ere anal)?ed ith the guidance of a mentor J lecturer. "n carr)ing
out this reflection activities# student teachers also share their experiences and
insights ith others that ma(e learning more effective and student teachers thought
more open and mature.
9iii; Lecturers can guide and train student teachers in the implementation of D H D
management effectivel) through ritten reflection# @ournal riting# students- personal
notes and discussion groups. Fettle and .ellars 91::*; anal)?e the reflection of
student riting and intervieing them to find that discussion ith peers is the $est
approach and effective hen student teachers are a$le to challenge existing
theories.
9iv;The practice of reflective is also a self<learning 9self<learning; among the teachers
in the service. Lic(lider 91::+; found that self<learning through practice reflective
ma(es the teachers in the service regularl) revies the performance of D H D#
especiall) hen teachers to lead group learning activities and peer mentoring hich
causes them to constantl) evaluate and revise practices and their perceptions of the
T H L accordingl)# in service courses 9FDP; reflective practice must address each of
the FDP program.
Bor teachers in service# not @ust reflective practice to evaluate teaching methods and
strategies alone# $ut also reflective practice done on teachers- attitudes and their
impact on dail) practice. Bor 2ilhelm 91::*; provided an opportunit) for teachers to
enhance their professionalism FDP through courses held not onl) encourage these
teachers reflect on their teaching $ut also urged the teachers reflect on the reasons
for their action. Through the practice of teachers
invited to see and examine the attitudes# s(ills development and reflect on the ethical
management practices in the classroom d@ involving elements of different cultures
ith their past experience.
8.&.! T)pes of Deflective Practice
Deflective practice can occur in several a)s
discussed as follos:
9i; "nstant Deflective Practice 9Deflection <in< ,ction;
Deflective Practice "nstant happen hile e are acting# for example hen the
teacher is tr)ing a ne action to explore ne unexpected events in the classroom#
testing tentative understanding and strengthen our actions have created so that e
can act in a ne and more $etter.
Deflective Practice spot occurs in situations here our actions affect unexpected and
not part of our action plan. "nstant Deflective Practice has a critical function in
influencing the a) e evaluate# thin( and restructuring strategies# generate ne
understanding and ne a)s of loo(ing at pro$lems.
9ii; Deflective Practice Ip ,ction 9Deflection<on<,ction; This practice is a form of
reflection that is done after an action is ta(en and can occur in ver$al and non<
ver$al. Practices such as these are retrospective and e ma) find this practice can
help a teacher to /uic(l) reali?e the things that happen in the classroom.
9iii; Deflective Practice in ,ction 9Deflection<for<,ction; This practice occurs after an
action is ta(en and help teachers gain a ne a) of performing a tas(# learn ne
(noledge and $uild theor).
The practice of reflexolog) is a form of s)stematic and deli$erate actions to anal)?e#
$uild and reshape the situation of D H D in order to explore a ne plan for the next
use. 8ou ma) find the practice of reflection is $eneficial hen )ou ta(e the
opportunit) to chat ith colleagues a$out )our teaching.
8.&.% Process of Deflective Teaching
2hen a teacher is capa$le of /uestioning his decision and actions related to D H D
management and classroom management# the teacher is actuall) tr)ing to solve the
pro$lem of D H D measures. The /uestions propounded to )ourself motivates us on
sure things that need to $e changed# to evaluate our understanding of the students
and their needs# and tr) to find a solution $) using a ne idea. Deflective teaching
can occur in to a)s# namel):
9i; Deflective Eournal 2riting
9ii;Teaching Portfolio
Deflective Eournal 2riting
Eournal 2riting Deflection is one activit) that promotes reflective thin(ing among
students and teachers. 6ave )ou rite a @ournal reflection and hen3 7et )ou did not
rite them don $ecause )ou ere as(ed to rite a @ournal reflection hen )ou
practice.
The process of reflection and reflective action plan is the steps toards Deflective
Eournal 2riting an effective and meaningful. 2riting is a practice of reflection in the
learning process as riting reflections led to the improvement of an action.
Ding of reflective teaching involves several steps and measures are sometimes
overlapping. .tep planning a move to $egin the process $) identif)ing the pro$lem
e need to solve. "n this step# e should do naming the pro$lem and then tr) to
identif) the context for a closer examination and more detailed. Once e identif) the
pro$lem clearl)# the next step is to act and o$serve hatever is happening.
Throughout the process# e need to use these /uestions to evaluate the evidence
$ased planning and teaching our students collected. Binall) determine the action to
change and fix the pro$lem.
Bollo<up of reflective teaching is hen teachers are involved in the practice of
reflective feel satisfied ith their role in addressing the pro$lem of classroom
management and T H L. 6oever# as teachers e need to $e realistic in dealing ith
various issues and pro$lems that arise $ecause not all pro$lems or issues e can
overcome as D H D is a complex activit). There are also pro$lems that are $e)ond
the control and @urisdiction of us. 6oever# there is still an action can e do to fix the
pro$lem though is una$le to handle 1>> L. ,t the ver) least e have to $ring our
thin(ing further examine the pro$lem of ma(ing us more attentive and add to the
experience in our field# to ma(e us more cautious in an) of our actions# tr)ing to
improve the self# the odds ill change our perception of something even e tr) to
modif) the situation of D H D in our class.
Deflective teaching is more than a thought. This process re/uires rational thin(ing to
propel change and $ring a$out improvements in the classroom. Deflective teachers a
spring$oard to action research# participation in in<service training and colla$oration.
The folloing is a stor) " ant to share ith )ou.
6asrul is a student in Borm ! and as the )oungest of ten si$lings. 6is famil) settled
in Fampung .ungai Pencala. 6e studied at a secondar) school located in the area
ad@acent to the village elite# namel) Taman Tun Dr. "smail. "n school# a student
6asrul fre/uent violation of school rules and 6asrul often called $) the discipline
teacher. 6asrul surrounded $) friends from elite famil) and he sa)ed to the
$ehavior of )oung children ho love to clu$s and discos. ,t a )oung age 6asrul as
smo(ing and on .aturda)s and .unda)s him into an entertainment center located at
Damansara .
" also as one of the teachers at the school 6asrul and @ust hold the @o$ as an
assistant counselor. ,lthough " do not teach 6asrul# $ut " (no this ill $e a student
$ecause his name is fre/uentl) mentioned and often collide ith it in m) front room
discipline. 6asrul never greet or spea( to the teachers hen the) collide.
" feel s)mpath) for these students. Loo(ing at his )oung face so) tries to reveal
himself and stared at him rnasa still long. " $egan to see and revie the student-s
profile to ena$le me to find strategies to help. .o " determined to give him the
attention and guidance# as " $elieve students can still $e coached. Then# during the
clash ith the morning hen " thre a friendl) smile and sa) hello and as(# -6o
6asrul da)3-. 6e as shoc(ed and a little em$arrassed as " greeted her hen she
never anted to spea( to me. Ever) time " $umped into 6asrul # " see( him out and
ta(e the opportunit) to $efriend him. ,fter a ee(# " found m) attitude changing
6asrul on# he started loo(ing at me and saluted.
One morning on the a) to school " sa 6asrul ho al( to school. " stop the car
and invites 6asrul and his friends up. 6asrul refuse m) re/uest seriousl)# "
understand as he as em$arrassed $ecause he had never entertained so $efore
this. 6asrul attitude toards me prove that this student is a normal human hearts#
and "-m sure he could still $e formed. Brom da) to da)# 6asrul $ecome increasingl)
familiar ith me. 6asrul as friendl) ith me# ver) polite attitude hen confronted
me. " also as( 6asrul enter the $ottom of his shirt into the pants to see updates. 6e
accordance ith m) re/uest ithout protest. " approached 6asrul last effort in the
next fe ee(s. " do not ant to rush it $ecause the) $elieve 6asrul $e tamed
$efore# then " ill continue to advise and guide him.
On a ee(end# " suddenl) received a phone call from the school counselor ho
delivered the sad nes to me. 6asrul involved in a fight ith a group of students at
the clu$ often visited on ee(ends. The fight started inside the clu$ out of the clu$
destitute. 6asrul surrounded $) nine students of motorc)clist. , friend of 6asrul tr) to
avoid the fights $ut his attempt as arned to leave them alone. The) hit 6asrul
massacre and hat is sad is that the) hit the head ith a chota 6asrul. 6asrul fell
limp in the street ith no part) illing to stop the car to give help# $ut onl) o$serve
the $ehavior of the )oung children. Briends of 6asrul hold 6asrul a taxi and ta(en to
the hospital. "n the taxi# on a friend-s laptop# 6asrul dra his last $reath.
Portfolio 'anagement
Portfolio management is no getting attention among educators as a tool to
stimulate reflective thin(ing either among student teachers# ne teachers or
experienced teachers. Through the portfolio# reflections in a s)stematic and
anal)tical thin(ing in his on practice.
Teaching portfolio is a collection of materials such as artifacts# artifacts of D H D and
reflective riting that is designed to improve the performance of a teacher . Bor the
2olf 91::*;# a teaching portfolio is a collection of information a$out a teacher
teaching practice consists of lesson plans# student or( # video recordings and other
materials related to the D H D.
Portfolio management lead to effective learning as practice to develop a sense of
responsi$ilit) toards the achievement of the students themselves# encourage
independent learning and a $ridge $eteen students and their peers da J 1 other
educators. Bor teachers# Portfolio 'anagement evidence to help them reflect and
thin( their performance as a teacher. Portfolios allo teachers to document and
explain their actions# the evidence of their professionalism and their aareness of
their actions.
2riting reflections on teaching portfolios allo teachers identif)ing and selecting the
experiences and re<evaluate past experience led to a change of the prevalence of
uncommon hen there is modification occurs.
"n teacher education# portfolio management $ecomes a tool to encourage students
to $uild (noledge and s(ills and to stimulate thin(ing a$out their duties in teaching.
This space is for students to criti/ue their on actions in carr)ing out his duties as a
teacher. Teacher training programs in the institute ma(es portfolio management as a
stimulus for students to recogni?e their achievements in ma@or courses and
practicum are a$le to produce a ne understanding to the students. 7) using an
adapted design of Pedagogical Deasoning and ,ction 'odel .hulman 91:8+;#
Portfolio 'anagement students give effect to changes in student action. This model
focuses on the process of transition from student to teacher understanding#
transformation and implementation of self<assessment and develop a ne
understanding.
,t the level of understanding# students receive input consisting of ne content
(noledge through reading materials and experiences of others. ,t this stage#
students gather evidence in the teaching process. 0ritical events that occur in a
lesson encourage students to develop their ideas in teaching. These ideas are
designed for a teaching ill $e discussed ith friends or counselors.
The process of in/uir) and pro$lem solving in a group ill ta(e place in the
interaction. ,t this stage# there as the process of anal)sis and assessment resulting
in a neater idea and meaning. ,fter going through the process of interaction# the idea
is applied. "n the application# students demonstrate their understanding of
pedagogical theor) and (noledge availa$le to them in the classroom teaching. ,fter
performing D H D# students $egin to evaluate their actions $ased on the o$@ectives of
D H D.
,fter performing D H D# students need to revisit the experience has traveled to
construct ne understanding and $egin to loo( for alternatives to improve their
ea(nesses or deficiencies. This is done in the reflection. "n this process# feed$ac(
from students# peers# mentors and other teachers as ell as extensive reading ill
help students ma(e a clear self<anal)sis of the $ehavior and action ta(en. 7) as(ing
)ourself# students ill reflect on the strengths and ea(nesses and find a)s to
correct deficiencies. .ome /uestions ma) $e directed to )ourself li(e# -2hat steps do
" need to change teaching or fix3 -"s m) teaching has achieved learning outcomes to
$uild m) on3-# -6o much do " pa) attention to the students of m) teaching3-. 2hen
students go through this process students have $uilt high professionalism.
8.! Colla"oration and Consultation
8.*.1 "ntroduction
,s trainee teacher practicum# can )ou imagine the o$stacles that )ou face during the
practicum3 2hen )ou are faced ith the o$stacle# ho much can )ou handle it alone
or )ou need others to help )ou3 Deali?e that )ou need a friend# mentor and famil) to
support )ou and even help )ou. 8our relationship ith the other part) in the
performance of their duties and responsi$ilities are (non as colla$orative.
0olla$oration is defined as or(ing ith others in a @oint pro@ect ith the same goal
to $e achieved. 0olla$oration can increase success hen groups colla$orate
together to share (noledge and reach consensus to solve a pro$lem. Li(e students#
teachers need to $e activel) involved in learning and should have the opportunit) to
discuss# reflect and tr) to ma(e a $etter teaching approach.
"n colla$oration exists consultations. Deli$eration is the last negotiations and reach a
consensus or agreement on an) action ta(en. "n a group or(# discussion is ver)
important to $uild a consensus . Old adage sa)s - Dound the ater as seer# round
man as consensus-. This prover$ suggests that in an) or(s to $e carried out in
colla$oration and consultation is ver) important to ensure the success of the or(. "n
fact# "slam insists consultation as an act of admira$le. This is evident in the ords of
the =uran $) ,llah .2T through as< .)uraa chapter !8 verse %2 constituents# hich
means:
and for those ho receive 9 o$serve ; the call of their Lord and esta$lish orship#
and hose affairs are decided $) discussion $eteen them
'us)aah should $e standard practice $) teachers in determining a decision
together for excellent results. 7rainstorming ill occur and the development of ideas
to improve the /ualit) of the teacher himself.
8.*.2 "mportance of 0olla$orating
2h) do teachers need to colla$orate3 Garious studies and research findings suggest
that teachers need to develop the (noledge# understanding and s(ills in the
professional dimension in order to improve the /ualit) of pupils- learning. One a) to
achieve this is $) creating professional colla$oration among teachers in schools. ,s
suggested $) Lie$erman# schools una$le to developed ithout its staff or( together
9Lie$erman# 1:8*;. 'an) studies have found that teachers can gro professionall)
through colla$oration 9Lie$erman# 1:8*a# 1:8*$ K 6op(ins et al . # 1::%;. Lie$erman
also stressed that a school ould $e more successful for teachers and students
hen teachers or( colla$orativel) to solve pro$lems and $e given maximum
autonom) to carr) out their or(.
"n addition# expertise in teaching stems from the process of sharing# tr)ing ne
ideas# reflection on practice and develop ne approaches. Through colla$oration#
professional development ta(es place as it involves the circle is related to sharing#
giving and receiving. "deas and suggestions each individual or teachers need to $e
heard# made reflection and respect.
=ualit) teaching occurs hen a regular repertoire of strategies and planning the
content of the pupils. Through colla$oration ith other people# a lot of (noledge can
$e shared.
8.*.! Elements of 0olla$oration
Effective colla$oration depends on the elements
the folloing:
MThe or(ing relationship that can $e developed and maintained through teacher
$eliefs.
MThe $elief that or(ing together is not something to $e forced $ut voluntar).
M"ncreased s(ills and initiative is seen as a continuous process in hich changes can
$e implemented and supported.
M2or(ing together is seen as a scheduled activit) that shos the status of the or(
to $e done $ut do not restrict the development of the individual.
M,ppreciation directl) to the needs of those involved.
8.*.% 2a)s Teacher 0olla$orate
9i; Team Teaching
Teachers can colla$orate in man) a)s . One of them is team teaching. Bor Davis
91:&+;# refers to a method of team teaching lessons conducted $) a group of expert
teachers or s(illful in various fields to form a teaching team. The) ill @ointl) plan to
implement and evaluate all teaching activities from start to finish. "n addition to team
teaching# teachers can also colla$orate together to provide activities such as action
research# pro@ects and lesson plans.
9ii; 0olla$oration through Technolog) Bacilities "nformation and 0ommunication
Technolog) 9"0T;
4oada)s there are facilities to facilitate communication# relationships and human
right even at great distances from one another. T'F facilit) currentl) allos to $e
created in colla$oration among teachers. , variet) of materials and teaching
resources# se/uential lin(ing the learning that has gone through the techni/ues and
strategies can $e shared $) teachers through "0T such as the internet# e <mail# video
conferences and so on. E<mail is one of the most sought after orldide and
colla$orate smoothl) via e <mail. The sharing of information# resources# materials
and experience ill a$le to solve issues and pro$lems $) teachers via e<mail.
9iii; 0olla$oration $eteen organi?ations J institutions J agencies
'an) authorities $egan esta$lishing relationships run a program in colla$oration to
improve /ualit) and create capacit) $uilding. 0olla$oration $eteen schools and the
other is ver) important in improving the /ualit) of the program or activit). 7PA is a
culture of colla$oration in order to improve the /ualit) of the educational program of
the teacher. 7PA has a long tradition of colla$oration ith foreign universities in
implementing various training programs # including the program Teaching English as
.econd Language 9TE.L; to produce 7PA TE.L teachers colla$orate ith
universities Inited Fingdom# ,ustralia and 4e Cealand# here the students TE.L
pursuing studies at "PA half and half stud) a$road. Even 7PA also colla$orate ith
local universities in various training programs and Araduate programs.
0olla$orations such as that conducted $) the grant has helped the 'inistr) of
Education to increased s(ills and (noledge among officers. Experience
colla$oration is a ver) appropriate approach in the enhancement of professionalism
and a culture of Lifelong Learning to officials.
Teachers can also create colla$oration ith universities or research agencies. 8ou
have to (no the importance of research in the field of education and research
efforts ith others is an effort to increase the professionalism of teachers and
research s(ills are s(ills that must $e mastered $) educators toda). 0an )ou provide
the other colla$oration relationships ith educators3
8.# In$%ervice Training
0ircular enhance their (noledge and s(ills to teachers no to $e attend man)
courses or training# (non as Training "n .ervice 9LDP;. "n an effort to upgrade the
teaching profession# the or( highlighted in the Education Development 'aster Plan
9P"PP; is enhance and expand training courses for teachers in service. "n
accordance ith the demands of education no# the focus course services focus on
increasing (noledge and s(ills of teachers# especiall) in the smart school
management# science and technolog) # information and communication technolog) #
curriculum management# the transformation of the curriculum # assessment and
evaluation# as ell as training on current pedagogical and learning 'aster) .
These courses are designed among others# to provide all the opportunit) for
teachers to rene and me a little to their (noledge# improve their efficienc) and
$ring a$out a paradigm shift in their self< education issues. Teachers are also
encouraged to increase their (noledge and s(ills in the 21st centur) that integrate
thin(ing s(ills# pro$lem solving# creative and critical thin(ing. Therefore# the tas( and
the role of teachers in (eeping pace ith these changes and to prevent the demise
of their (noledge and ma(e teachers smart "0T.
Teacher Education Division 97PA; has $een tas(ed to perform in<service training
9"4.ET; or "n<.ervice 0ourse 9FDP; to teachers ho are serving either in secondar)
schools or teachers in primar) schools. The courses offered to teachers to follo
consists of a short course in the period !<% da)s until the long course implemented
ithin one )ear. .o far the grant has $een a$le to offer a range of courses that are
mostl) carried out at the "nstitute of Teacher Education in 'ala)sia.
8.+.1 The o$@ective of the course
"n<.ervice 0ourse 9FDP; designed and provided to the teachers in the service varies
from time to time and depending on the current needs and demands on the
education s)stem. 'inistr) of Education 9'OE; using FDP as one of the main
mechanisms in the deliver) and meet the aspirations of the 'OE. The education
s)stem is d)namic and the changes that occur either at the local or international
implications for the countr)-s education s)stem. The folloing are the o$@ectives of
the FDP:
9i; To expose teachers to the latest innovations in the field of education. The courses
are organi?ed to focus on providing input to date on the latest D H D approach. "n
this# the 21st centur) s(ills that emphasi?e current pedagogical $e exposed to in<
service teachers to ensure that (noledge and their (noledge up to date # eg aided
pedagogical "0T # Pro@ect 7ased Learning 9Pro@ect Learning J PL; # Pro$lem<7ased
Learning 9 Pro$lem 7ased Learning J P7L; # Aame <7ased Learning 9Aames 7ased
Learning; . .mart 0ourses are also organi?ed to e/uip teachers ith the latest
teaching and learning approach that uses a variet) of approaches that focus on "0T
s(ills# thin(ing s(ills and creativit) in D H D.
9 ii ; The courses offered are also intended to meet current demands and
re/uirements. 0urrentl)# the 'OE is focusing on children-s learning in rural and
indigenous children. Therefore# teachers should ma(e full use of pedagog) that
coincides ith the culture and environment of the pupils. 0ourses related ith
Delevant Pedagog) and Pedagog) 0ulture 90ulture Pedagog); and ethnic
languages are offered to teachers or(ing in the area to ensure a uniform and
comprehensive educational opportunities to the children of 'ala)sia. Bor example#
language courses and language Fada?an groves 9organi?ed to meet the
government-s intention to provide learning opportunities to all.
9 iii ; "mprove the /ualit) of teaching in the classroom $) offering courses related to
emotional and spiritual management# addressing discipline and $ehavior pro$lems in
children ith a -Dealit) Therap)- and $est practices 9$est practices; in the classroom.
.
9 iv ; E/uip teachers ith the competence to ena$le them to create an effective
learning environment among teachers exposed to criteria conducive learning
environment # development of resources and teaching aids are effective# attractive
and introduce activities that stimulate the mind and for the expansion of ps)chosocial
students.
i."nculcate in teachers that learning is a process
Lifelong Learning to upgrade their s(ills through courses that e/uip teachers ith
strong leadership# self<motivation and courses related to the content (noledge and
pedagogical st)le.
ii.Ena$le teachers to cope ith the challenges that exist in the field of education
through courses and or(shops that discuss the challenges teachers toda)# the
latest issues and measures to $e ta(en $) teachers in addressing the issue of
education.
iii.0omplete (noledge and aareness of teachers on educational policies and the
government should $e ad@usted to the current trends and changes . Bor example# a
course Ete'. 9English for the Teaching of 'athematics and .cience; offered to
teachers hen 'OE ma(es teaching 'athematics and .cience in English 9PP.'";
since 2>>2. 7PA has trained 12>#>>> teachers of mathematics and science teachers
consisting of 8ear 1 to Borm * teachers. .imilarl)# hen used as a component of
literature in 7ahasa 'ela)u 9FO'.,.;# then of course FO'.,. conducted to
ensure that teachers are a$le to handle the teaching of literature in 'ala).
iv . "n<service programs are also aimed at enhancing teaching profession. ,mong the
programs implemented are Araduate Program targeting primar) school teachers
have a degree. Araduate Program for teachers Teaching Diploma or 0ertificate
Training Program as started $) PFPA in 1:::# hich involved cooperation 'OE
teacher training colleges ith "P",. The program lasted until 2>>*. .tarting in 2>>+#
PFPA terminated hen the college as upgraded to an "nstitute of Education 9"TE;
that ena$les the institute offers 7achelor of Teaching program $egan in 2>>+ to pre<
service teachers. On Be$ruar) &# 2>># .taff Development 0ommittee 'eeting of the
'inistr) of Education has approved the program Araduate Primar) Teacher 9PA.D;
using different modes holida) courses 9FD0; and a %<)ear period PA.D using the
curriculum of 7achelor of Teaching 9P".'P;. PA.D first offered to teachers in<
service ithdraals from 4ovem$er 2>>8.
2hen e loo( at the o$@ectives of the FDP# no e see the courses offered. ,mong
them are the folloing:
9 i ;.hort 0ourse among others# .mart 0ourse % ee(s# * ee(s course ,dd Option
for teachers of mathematics and science.
9 ii ; the .ervice 0ourse 1% < ee( course offers a ide range of fields# including
0ounselling 0ourse Primar) .chool # .pecial Education courses # D)slexia # Theatre
in Teaching and Learning# Educational Enrichment # ,rts in Teaching and Learning
'ala)# Demedial in 'athematics# 0reative Teaching in 'athematics # 0reative
Teaching in .cience # ,ra$ic # =iraat and Teranum and Enhancing 7ahasa "nggeris.
9 iii ; .pecial Education 0ertification 0ourse One 8ear 94P0.;# hich consists of
various field.
9 iv ; FO'.,. 0oaching 0ourse conducted over ! da)s.
9 v ; coaching courses .ports and Aames .
'OE polic) ants in<service teachers attending the + da) course of each )ear# the
grant of responsi$le management courses in heav) service responsi$ilities for
curriculum planning and monitoring the course until the implementation. This is a
formida$le tas( $ecause of the grant to provide courses to !8># >>> teachers in
service.
8.8 &uthentic Learning
,uthentic learning is activit) <$ased learning in the real environment that allos a
student to focus on the (noledge and s(ills such as thin(ing and pro$lem solving
s(ills. .ome education leaders produce authentic learning features# including
Eonassen 91::1; explains that authentic learning is tas(<$ased activities that are
relevant to the actual situation# across the curriculum and to provide an appropriate
level of complexit) to ena$le students to choose their on level of difficult). This
means that students can stud) a pro$lem# identif) and define the /uestions and
activities related to the pro$lem. Beatures authentic learning as presented $)
Deeves# 6errington H Oliver 92>>2; is as follos:
9 i ; the actual situation <$ased learning activities# for example# in micro<teaching#
student teachers ill $e given the tas( of implementing a teaching and learning
$ased on actual classroom setting here ta$les# chairs# $lac($oard arranged as
classrooms and other partners as a student in a class taught. The same applies to
students in other fields.
9 ii ; .tudents complete the tas( $) identif)ing and researching assignments that
allo students interprets openl).
9 iii ; authentic learning provides opportunities for students to inspect and revie
tas(s ithin a certain time li(e in one da)# ee(s or months# and not in a matter of
minutes or a fe hours.
9 iv ; Through authentic learning# students are given the opportunit) to stud) and
understand their assignments from a variet) of perspectives using a variet) of
sources .
9 v ; .tudents also have the opportunit) to colla$orate ith others hile conducting
authentic learning and reflection exercise that allos students to ma(e choices for
effective learning outcomes.
9 vi ; authentic learning can $e integrated and implemented across a variet) of
su$@ects and cross<discipline that allos students to pla) their role as experts and
not as the sole $ailiic(.
9 vii ; authentic learning are also integrated in the assessment of the actual situation
rather than moc( assessment 9artificial assessment;.
9 viii ; a student <centered learning in authentic learning approach . Through student<
centered activities# the) ill $e more motivated and tr) to solve the pro$lem.
8.' &ccess Infor(ation fro( )ultiple %ources
"n the era of a $orderless orld# a ealth of information easil) disseminated and
distri$uted to an)one in all corners of the orld. ,mong the )ounger generation# their
a$ilit) to ac/uire a variet) of information in a timel) manner a challenge for teachers
to e/uip themselves ith information and teachers not to $e left $ehind in this
regard. The rapid development of "nformation and 0ommunication Technolog) 9"0T;
provides peluamg to each individual to master a variet) of information. ,t present#
the role of the teacher as a source of information and (noledge to students is
getting smaller as the teacher-s role as ta(en over as $) "0T. 0onse/uentl)# the
role of teachers is more focused on the role of facilitator and therefore teachers
should e/uip themselves ith the latest information to ensure the effectiveness of its
role as a facilitator.
The development of "0T ena$led various information can $e accessed from a variet)
of sources. ,mong the sources that can provide students ith a variet) of
information is as follos:
8.:.1Program ,do$e
The ,do$e program is as follos:
9i;Dich "nternet ,pplication 9D",;
This resource provides learning module on line 9online; course pro@ect to appl) the
s(ills learned and $oo(s donloaded to the D",.
9ii;,do$e Digital 0areers
Teaches s(ills through visual design# e$ design and video production through the
,do$e 0reative .uite.
9iii;Electronic Portfolios# Digital Evaluation and Teaching Plan
,do$e ,cro$at
,do$e ,cro$at is a program through providing softare to $uild electronic portfolios
in PDB# student course or( digitall) and plan for student learning.
9iv;Educational TG 0hannels ,do$e
,do$e Education TG 0hannel educate# motivate# tutorial materials# innovative
techni/ues using ,do$e softare in education. .tudents can access hundreds of
videos# including material support tutorials.
8.:.2 ED"0 Program
"n addition to the ,do$e program# ED"0 program provided at the resource center and
li$rar) are also a source of reference that can $e accessed $) students. ED"0 offers
more than 1.! million $i$liographic list of @ournals# articles and educational materials
related to the addition of a ne list ever) ee(. ED"0 0ollection consists of
reference materials such as @ournals and articles# $oo(s and stud) materials #
seminar papers and conference papers technical reports# polic) papers and other
materials related to education.
8.:.! ENLearning
E<Learning stands for Electronic Learning# the 2e$ 7ased "nstruction 92e$<7ased
"nstruction;. Learning is $ased on the use of "nternet technolog) for accessing the
information that led to the .mart learning. E<learning can $e divided into to t)pes#
namel)# Education Portal and Fnoledge 'anagement 9"smail Cain# 2>>2;. Through
Portal of Education# the students can access to a variet) of information and learning
materials. The Local Education Portal is a Utusan e$ portal 9.tutor.com.m);
and 0i(gu.4et 9.ci(gu.net.m);. This page can $e accessed $) students for free.
The Fnoledge 'anagement Portal also allos students to access the information
through the search space. .tudents can o$tain information using search engines as
follos:
M8ahoo 9http:JJ.)ahoo.com;
M '.4 9http:JJ.msn.com;
M ,ltaGista 9http:JJ.altavista.com;
M Exite 9http:JJ.infosee(.go.comJ;
M Bind 9http:JJ.cari.com;
M "nfosee( 9http:JJ.inforsee(.go.com;
8.:.% E < Li$rar)# E < 7oo(s and E N Eournals
E<li$rar) or e<Li$rar) is a source of the most easil) accessi$le to students.
4oada)s# man) foreign universities and local universities provide e < li$rar) to allo
people accessing the information. .imilarl)# e<$oo(s and e<@ournals that can $e
accessed onl) through the e$site provided. .tudents can su$scri$e directl)
ingredients needed after selecting topics appropriate material. Aoogle e$site
students can access materials that are re/uired to t)pe the title of the material to $e
searched. Bor students of the institute# the) can su$scri$e to the e < li$rar) 9Digital
Li$rar); from the Open Iniversit) 'ala)sia 9OI';# hich has a collection consisting
of a total of +2#&>> e <$oo(s and e < @ournal titles of 2:.&** titles. OI' offers cheap
rates on student fees "PA as OI' is a partner of "PA and 'oE in conducting some
college degree programs.
8.10 %u((ar*
"n chapter 8 )ou have learned some Lifelong Learning program in hich among
other things discusses:
9 i ; Personal Learning Plan can $e chosen $) the student should aim to increase
(noledge or improve the standard of education to a higher degree . ,mong them
are learning at home# adult education# continuing education# (noledge or(ers and
self<paced learning environment.
9 ii ; Deading 0ulture as - Deading mooring (noledge- and there are several steps in
the practice of reading that can $e practiced $) teachers in ensuring cultural Lifelong
Learning.
9 iii ; research culture and its importance as one of the activities are ver) effective in
Lifelong Learning through research e started to thin(# plan# read a variet) of
materials # providing the items /uestion # anal)?e and rite reports.
9 iv ; Learning through reflective thin(ing that led to the practice of thought# staring at
each action # its strengths and ea(nesses# identif) issues and pro$lems and find
the steps in overcoming it.
9 v ; consists of reflective teaching circles round starts ith planning# acting#
o$serving and reflection.
9 vi ; 'odel Pedagogical Deasoning and ,ction .hulman 9 1:8+ ; # focusing on the
transition from student teacher understanding# transformation and implementation of
self<assessment and develop a ne understanding.
9 vii ; 0olla$oration and consultation is a discussion in the group to $uild on the
results of an action to achieve a goal together.
9 viii ; in<service courses are designed to provide opportunities for teachers to rene
and update their (noledge# improve their efficienc) and $ring a$out a paradigm
shift in their self< education issues.
9 ix ; The rapid development of "nformation and 0ommunication Technolog) 9"0T;
provides the opportunit) for each individual to access information and ma(e
(noledgea$le and competitive.
+oin activit*
Tal( ith )our friends on authentic learning that once )ou and )our friends face.
Discuss hat characteristics do )ou thin( of this activit) can $e classified as
authentic learning activities3
References
Bruce M. Frazee, Rose A. Rudnitski (1995), "ntegrated Teaching 'ethods:
Teor)# 0lassroom ,pplications and Bield<7ased 0onnections# New
York: De!ar "u#is$ers.
%arr, &. ' (e!!is, ). (19*+), 7ecoming 0ritical: Education Fnoledge and
,ction Desearch. ,awen, Fa!er.
Da-, %. (1999), Developing Teachers: The 0hallenge of Life<Long Learning#
,ondon: Fa!er "ress.
Elliot# ;. 91:88;# Action Research. -Principles and Practice-# 7asingsto(e# 'acmillan.
............ (1991), ,ction Desearch for Educational 0hange# /0en
1ni2ersit- Press.
"smail Cain. 92>>2;# Aplihasi Media dalam Pengajaran, Itusan Pu$lication H
Distri$utors .dn 7hd.
3an 4errin5ton, Ron /i2er and 6$o!as %. Ree2es (7887), Patterns of
Engagement in ,uthentic Online Learning Environment.
Eonassen# D. 91::1;. -Evaluating 0onstructivistic Learning-# Educational
Technolog}', !19:;# 6al. 28<!!.
Femmis# .. H 'cTaggart# D. 91:82;# The Action Research Planner, Gictoria:
Dea(in Iniversit) press.
Fettle 7.
9
H .ellars# 4. 91::*;# The Development of .tudent Teachers
PracticalTheor) of Teaching-# Teaching and Teacher Education, 1291;# 6al.
1<2%.
Li$erman. ,. H 'iller# ".. 91:::;# Teachers-Transforming Their orld and Their
or!, ,lexandria# G,:,.0D.
Lic(lider# 7. L. 91::+;# -7rea(ing Dan(s: 0hanging The in<.ervice "nstitution-#
"A##P $ulletin, 81 9"an;# 6al. :<22.
'c4iff# E. 91:88;# Action Research for Educational %hange, 7uc(ingham: Open
Iniversit) Press.
'. ,$dai Dathom) 91:8*;# .endi ,gama: Tiga .erang(ai# Tauhid# Bi/ih#
Tasauf# .ingapura: Pusta(a 4asional.
'oon# E. ,. 92>>>;# Deflection in Learning H Professional Development:
Theor)
1
H Practice, London: Fogan Page Ltd.
Deeves# T. 0.# 6errington# E.# H Oliver# D. 92>>2;# -,uthentic ,ctivities and
Online Learning-# dalam ,. Aood)# E. 6errington # H '. 4orthcote
9eds.;# &ualit' con(ersations) Research and *e(elopment in +igher
Education, Gol 2&# 6al. &*2<&*+# Eamison: ,0T: 6EDD.,.
%chon, -. &. .1'83/, The Deflective Practitioner: 6o Professionals Thin( in
,ction# 0e1 2or34 5asic 5oo3s.
6666666666.1''!/, Educating The Deflective Practitioner: Toard , 4e
Design for Teaching and Learning in The Professions# %an 7ransisco4
+osse*$5ass, Inc.
.ome(h# 7. 91:88;# -The Dole of ,ction Desearch in 0olla$orative "n/uir) and
.chool "mprovement-# Paper to %am %onference, 0am$ridge# 2&<2+ 'arch.
%tenhouse, L. .1'#/, ,n "ntroduction to 0urriculum Desearch and
Development# London4 8eine(ann.
2ilhelm# D. 2.# 0oard# '. B. H 6ume# L. '. 91::*;# -The Effects of , Professional
Development "nstitute on Pre<.ervice Teacher-s Perception of Their
"ntercultural Fnoledge and Diversit)-# Teacher Educator, !2 91;# 6al. %8<
*1.
Ceichner# F. '. 91::!;# -,ction Desearch: Personal Deneal and .ocial
Deconstruction-# Educational ,ction Desearch# 1 92;# 6al. ::<21:.