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Topic 8-Edu3108-Ppg PDF
Topic 8-Edu3108-Ppg PDF
Learning Outcomes
1 . Explain the concept of lifelong learning.
2 . Designing and choose their own learning plan.
3 . Implement action research to integrate reading, reflective practice, and
collaborative research process.
4 . Incorporation of added value through lifelong learning in teaching and learning.
5 . Makes reflection and planning to improve yourself as a teacher professionalism.
6 . Displaying the characteristics of collaboration and consultation in carrying out
group work.
7 . Accessing information from various sources to increase professionalism in
teaching.
8.0 Introduction
Malay proverb that says 'Seeking knowledge from the cradle to the grave ' means,
the need to seek knowledge should not stop until we die. The meaning is very broad
expression which suggests that the quest for knowledge is a claim that should be
drawn starting from the beginning of human life is a human person until this the end
of world. The maxim is reflected Lifelong Learning was inspired earlier by our
ancestors before. In addition, the other saying there called 'Seek knowledge even
reach China. China at one time considered to be at the end of the world. A trip to
China is so far and time consuming for months. Why to China? Chinese people at
that time had come to Malaya in particular Melaka to trade and hence, the Malays
saw Chinese wisdom and discernment. No doubt, if we're going to be learned, and
we have to learn from the wise even further, but the problem is not much need to be
a reason in the search for knowledge.
or informal. All teachers need to update their knowledge and skills in ensuring the
development and teacher professional development in line with the changes and
challenges of the time to time. Quoting Pat Basset, President of the National
Association of Independent Schools (2009) that there is a strong correlation directly
between teacher professional development on student achievement. Changes taking
place in today's era of globalization requires each teacher to master knowledge and
skills in the field of information technology. At the same time the soft elements can
unable to be ruled out altogether as soft elements geared towards human values and
spiritual strength that will balance the demands of human life. So every teacher
should have a plan in the form of self-study programs and opportunities available to
be grabbed by the teachers in order to enhance their knowledge and skills.
Ongoing training for teachers is an approach in Lifelong Learning. The program
Lifetime Learning is attending seminars and workshops, participate in short courses
and long courses, engage in consultation , reading, doing research, visits to schools
and benchmarking visits, participate in projects run by community ministries and
organizations and associations active in academia as Linguistic Society, Historical
Society, and the Geographical Society.
(b) Adult Education in the form of learning among adults through courses or
advanced studies programs whether at college or university. Opportunity to increase
knowledge also happen in the work place, often referred to as the Staff Development
Training (LPS) to improve the efficiency and competence in their respective careers.
Among adults can improve their knowledge and skills in a particular area of interest
and preferred by them for personal enrichment. Learning among adults who have
retired more focused on the study of religion and learning that happens in a mosque
or surau. Retirees often attend classes read the Quran and Tajweed, In Arabic,
translation and fields of religion which has not been able to learn them at a young
age. In the 1960s, Adult Class was initiated by the government to address the
problem of illiteracy among Malaysians. Target Class Adult students are adults who
voluntarily attend classes held at the community hall in a village in the afternoon to
learn literacy, reading and writing. Teacher in-charge has been teaching courses in
teacher training colleges around the country. The government's efforts are
successful when most of the illiterate adults to read and write. These days, there are
computer classes organized by certain organizations to ensure that our society IT
literate.
(c) Continuing Education is very similar to the concept of Adult Education is more
focused on an effort to pursue his studies at a college or university to earn a
certificate, diploma or advanced degree either full time or part time . Continuing
education is an opportunity for anyone to achieve higher education. In Malaysia,
continuing education is increasingly attracting the interest of many graduates. The
number that has a second degree (Masters) and third degree (PhD) increases every
year. Many universities now offer programs for those who want to continue their
studies on a part-time weekend typically begins on Friday evening to Sunday. There
are various methods of continuing education, including learning that occurs in
traditional learning that is conducted in classrooms and laboratories. Nowadays,
learning) Remote wine (D) J) are gaining popularity as practicable with the help of
video footage and filling materials CD-ROM , Witoelar programs , online learning
(OLL), internet and interactive courses online (Interactive Online Courses).
(d) Knowledge Worker focused on professional development and career training.
Knowledge workers yardstick of knowledge and ability of a person in the work being
carried out by them. They should have plenty of information on the scope of their
employment to be able to analyze, design and develop their areas of expertise.
Conducting research skills enable them to identify problems and make
recommendations to overcome an organization is able to acquire quality and achieve
goals. A teacher should explore their career fields related to pedagogy (pedagogical
content knowledge), subject matter (subject content knowledge), psychology
students and matters involving classroom management. As such, action research is
a way that allows teachers to deepen the teaching profession so as to introduce the
latest techniques and methods in the education system boost.
(e) Self Learning Environments (CO) in the form of a learning system that requires
students to manage and control their own learning. Students need to understand and
define learning goals, managing their own learning and are willing to interact with
others in ensuring that the learning process to achieve the goal. Learning experience
in formal and informal is the perfect combination of a self- learning environment.
Students should have the social skills that enable them to communicate with others
in order to share knowledge and cross-border institutions to acquire a variety of
sources. The concept of Lifelong Learning through the PPK is something new and is
consistent with the concept of e -learning is introduced.
8.3 Reading Culture
Who can deny that the wisdom of a man strongly supported by the reading ?
Developed and successful nation is a nation that makes reading as a culture in their
lives. Islam emphasizes the practice of reading through al- Alaq verse 19 which
says:
Read in the name of thy Lord who created, He has created man from a clot,
Read, and your Lord is the Most Generous, Who taught by the pen (read- write),
Taught man that which he knew not.'
Allah says through Surah al- Alaq clearly shows that people need to read in order to
master the knowledge that no man knows for reading drives build perfection of life.
In 1988, the Prime Minister at the time, namely Dato 'Seri Dr. Mahathir Mohamed
has launched a themed year Readers 'Reading Knowledge Bridge'. In his speech, he
stressed that there was no reason for anyone to not gain knowledge through reading
various facilities given to read were available and we cannot accept the
consequences of ignorant people do not read. Even in the speech, the Prime
Minister also urged the teachers to practice reading to ensure that they are
constantly updating their knowledge as their role as educators and role models to
students in school.
Nowadays, too many resources available reading, reading is not just limited through
books, magazines and newspapers (hard copy) alone, but also, through reading
various internet can do. Teachers in other countries especially in the developed
countries make reading as a routine in their lives so they can discuss issues and
matters without hesitation. Their ability to throw the idea, to grasp the issues and
analyze a problem reflects the image of a brilliant educator, knowledgeable and
insightful. Therefore, teachers in Malaysia should polish up the image of reading
teachers Malaysia to ensure that teachers are isolated from other professional
groups.
To ensure that teachers are able to manage their time not neglecting the practice of
reading, following a few guidelines can be thought of and practiced:
(i) Allocate time to read every day for at least 10 minutes at a time and can make
free practice at breakfast or afternoon tea. If you can provide four times a day
using 10 minutes at a time, this means you have used 40 minutes a day to read.
For example , in the morning 10 minutes (during breakfast), noon 10 minutes (after
lunch), afternoon 10 minutes (during the afternoon) and night before going to bed
10 minutes. The proposal is minimal and you can take a longer time, especially at
night even when you're lying in bed before sleep.
(ii) Make sure you bring a book to anywhere you go because if you feel bored while
waiting for someone or waiting for instance when waiting for the bus , either while
traveling in a bus , commuter train, car or plane , while waiting for their turn in
bank or clinic, or while waiting for the arrival of students to the class.
(iii) Reduce other activities vanity and fill the time with useful activities such as
reading. In addition, avoid wasting time watching TV is too old, lying or sleeping,
a yarn without a clear purpose, window shopping or playing video games.
(c) Find a quiet space and not be disturbed while reading. You need to make sure
that you have a corner or a comfortable reading area. With it, you can read in a
calm and able to focus on reading. If the conditions in the house a little less
comfortable and snug, you can read under a shady tree or beside a peaceful lake.
(d) Prepare a list of reading material that you have identified and make a note to get
it. Sometimes we visit we noticed a bookstore or book promotion, but we are not
ready to buy it. By providing a list of the books you are interested in, you will try to
get one by one.
(e) Visit the book fair and book stores to foster an interest in reading. You will be
impressed by the wealth of information contained in a book. You can visit the
bookshop at garage sales or you can visit second-hand bookshop.
Define your goals in reading to ensure your spirit condensed in reading. In addition
to our daily practice reading a newspaper or magazine light, we would have to
change their attitude and geared toward reading materials containing higher
knowledge. In Malaysia, a very small number of teachers read research journals
cause they thought less developed and less able to improve the quality of teaching
and career management. Teachers can only be proud of the experience and existing
knowledge alone and this will cause the pupil of our students lose interest in
learning.
8.4 Investigate
Research culture among Malaysians, particularly among the gum is not yet
comprehensive. Research is one activity that is very effective in the Lifelong
Learning view through research we started to think, plan, conduct surveys to read a
variety of materials, especially the findings of other studies, providing the items
question, analyze and write reports. Research process lead to high thinking and
analysis level to train us to become more sensitive and critical thinking. In addition,
the research allows us to uncover many new things that allow us to propose a more
action to the latest and appropriate.
For teachers, the most appropriate type of research is Action Research (PT). While
others also implement PT to improve the quality of products and services, but for
teachers, CM allows teachers to identify issues and problems related to the
management teaching and learning (T & L), discipline and attitude, leadership and
management of the school and other things the education system.
Action Research (PT) was first introduced by Kurt Lewin(1946) when she writes
about community issues Jalam Kemmis & Mc Taggert, 1988). In 1973-1976, John
Elliot and Clem Adelmen have used the methodology of PT in the Ford Teaching
Project in an effort to help teacher use several questions in the classroom. The
Several definitions of action research have been presented by several figures, which
are as follows:
(f) Elliot (1981) argues that the PT involves the study of the social situation which
seeks to improve the quality and increase the effectiveness of an action.
(g) Kemmis (1988) stated that PT be a form of self- reflective inquiry undertaken by
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
practices.
(h) McNiff (1988) argues that the PT become a tradition that promotes teacher selfstudy practices in work and when there was an attempt to understand the reality
of the current situation and allows the researcher to explain the development of
their education .
Somekh (1988) stated that PT is the study of a social situation with a view to
improving the quality of an action (in Day 1990, p. 34). Based on the view that the
four figures, it can be concluded that PT is a study of the social situation (the
situation of education) involving participation of teachers or lecturers as researchers
with the aim of improving the quality of action and improve the practices of self.
8.4.2 Importance of Action Research
Action research is something to be encouraged and growing demand among
teachers. The importance of action research to educators is as follows:
(i) Improving the practice of R & D Self- teachers or lecturers who are directly
involved in an R & D As an educator, you will be able to identify the issues and
problems while operating P & P. Problems that appear to be among the repertoire
of questions that are so relevant and practical situations arising from R & D daily
teacher. The problem is pushing toward an improvement plan with the goal of
expand/improve the situation of practice.
(ii) Focuses on a study of more specific about one of the aspects of teaching that is
also an aspect that you pay attention. For example, some of your students less
focused on teaching you and this is an indication that you are less able to attract
them to your teaching. By focusing on these aspects you will study in detail the
cause of the problem and find new approaches that are better able to attract the
attention of your students for your lessons. You will be able to track how your new
approach is successful when it is also evaluated and observed. This process
encourages the collection of information more clearly and accurately.
(iii) Promote collaboration with other cultures , that you as a lecturer / teacher
personally involved as a participant in this study and may undertake a study on
an individual basis i.e. your pupils or colleagues you as an informant for the
actions you take. Collaboration partner is known 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 AR shared to other teachers is a
positive partnership. Moreover, action research can also be conducted
(iii) Lecturers can guide and train student teachers in the implementation of R & D
management effectively through written reflection, journal writing, students'
personal notes and discussion groups. Kettle and Sellars (1996) analyze the
reflection of student writing and interviewing them to find that discussion with
peers is the best approach and effective when student teachers are able to
challenge existing theories.
(iv)The practice of reflective is also a self-learning (self-learning) among the teachers
in the service. Licklider (1997) found that self-learning through practice reflective
makes the teachers in the service regularly reviews the performance of R & D,
especially when teachers to lead group learning activities and peer mentoring
which causes them to constantly evaluate and revise practices and their
perceptions of the T & L accordingly, in service courses (KDP) reflective practice
must address each of the KDP program.
For teachers in service, not just reflective practice to evaluate teaching methods and
strategies alone, but also reflective practice done on teachers' attitudes and their
impact on daily practice. For Wilhelm (1996) provided an opportunity for teachers to
enhance their professionalism KDP through courses held not only encourage these
teachers reflect on their teaching but also urged the teachers reflect on the reasons
for their action. Through the practice of teachers
invited to see and examine the attitudes, skills development and reflect on the ethical
management practices in the classroom involving elements of different cultures with
their past experience.
8.5.3 Types of Reflective Practice
Reflective practice can occur in several ways discussed as follows:
(i) Instant Reflective Practice (Reflection -in- Action)
Reflective Practice Instant happen while we are acting, for example when the
teacher is trying a new action to explore new unexpected events in the classroom,
testing tentative understanding and strengthen our actions have created so that we
can act in a new and more better.
Reflective Practice spot occurs in situations where our actions affect unexpected and
not part of our action plan. Instant Reflective Practice has a critical function in
influencing the way we evaluate, think and restructuring strategies, generate new
understanding and new ways of looking at problems.
(ii) Reflective Practice Up Action (Reflection-on-Action) This practice is a form of
reflection that is done after an action is taken and can occur in verbal and nonverbal. Practices such as these are retrospective and we may find this practice can
help a teacher to quickly realize the things that happen in the classroom.
(iii) Reflective Practice in Action (Reflection-for-Action) This practice occurs after an
action is taken and help teachers gain a new way of performing a task, learn new
knowledge and build theory.
Reflective teaching is more than a thought. This process requires rational thinking to
propel change and bring about improvements in the classroom. Reflective teachers a
springboard to action research, participation in in-service training and collaboration.
The following is a story I want to share with you.
Hasrul is a student in Form 3 and was the youngest of ten siblings. His family settled
in Kampung Sungai Pencala. He studied at a secondary school located in the area
adjacent to the village elite, namely Taman Tun Dr. Ismail. In school, a student
Hasrul frequent violation of school rules and Hasrul often called by the discipline
teacher. Hasrul surrounded by friends from elite family and he swayed to the
behavior of young children who love to clubs and discos. At a young age Hasrul was
smoking and on Saturdays and Sundays him into an entertainment center located at
Damansara .
I also was one of the teachers at the school Hasrul and just hold the job as an
assistant counselor. Although I do not teach Hasrul, but I know this will be a student
because his name is frequently mentioned and often collide with it in my front room
discipline. Hasrul never greet or speak to the teachers when they collide.
I feel sympathy for these students. Looking at his young face and try to figure out his
future. I began to see and review the student's profile to enable me to find strategies
to help. So I am determined to give him the attention and guidance, as I believe
students can still be coached. Then, during the clash with the morning when I threw
a friendly smile and say hello and ask, 'How Hasrul day?'. He was shocked and a
little embarrassed as I greeted her when she never wanted to speak to me. Every
time I bumped into Hasrul , I seek him out and take the opportunity to befriend him.
After a week, I found my attitude towards Hasrul changing , he started looking at me
and saluted.
One morning on the way to school I saw Hasrul who walk to school. I stop the car
and invites Hasrul and his friends up. Hasrul refused my request seriously, I
understand as he was embarrassed because he was never treated like this before.
Hasruls attitude towards me prove that this student is a normal human hearts, and
I'm sure he could still be formed. From day to day, Hasrul become increasingly
familiar with me. Hasrul was friendly with me, very polite attitude when confronted
me. I also ask Hasrul enter the bottom of his shirt into the pants to see updates. He
accordance with my request without protest. I approached Hasrul last effort in the
next few weeks. I do not want to rush it because they believe Hasrul be tamed
before, then I will continue to advise and guide him.
On a weekend, I suddenly received a phone call from the school counselor who
delivered the sad news to me. Hasrul involved in a fight with a group of students at
the club often visited on weekends. The fight started inside the club out of the club
destitute. Hasrul surrounded by nine students of motorcyclist. A friend of Hasrul try to
avoid the fights but his attempt was warned to leave them alone. They hit Hasrul
massacre and what is sad is that they hit the head with a chota Hasrul. Hasrul fell
limp in the street with no party willing to stop the car to give help, but only observe
the behavior of the young children. Friends of Hasrul hold Hasrul a taxi and taken to
the hospital. In the taxi, on a friend's laptop, Hasrul draw his last breath.
Portfolio Management
Portfolio management is now getting attention among educators as a tool to
stimulate reflective thinking either among student teachers, new teachers or
experienced teachers. Through the portfolio, reflections in a systematic and
analytical thinking in his own practice.
Teaching portfolio is a collection of materials such as artifacts, artifacts of R & D and
reflective writing that is designed to improve the performance of a teacher . For the
Wolf (1996), a teaching portfolio is a collection of information about a teacher
teaching practice consists of lesson plans, student work , video recordings and other
materials related to the R & D.
Portfolio management lead to effective learning as practice to develop a sense of
responsibility towards the achievement of the students themselves, encourage
independent learning and a bridge between students and their peers da / 1 other
educators. For teachers, Portfolio Management evidence to help them reflect and
think their performance as a teacher. Portfolios allow teachers to document and
explain their actions, the evidence of their professionalism and their awareness of
their actions.
Writing reflections on teaching portfolios allow teachers identifying and selecting the
experiences and re-evaluate past experience led to a change of the prevalence of
uncommon when there is modification occurs.
In teacher education, portfolio management becomes a tool to encourage students
to build knowledge and skills and to stimulate thinking about their duties in teaching.
This space is for students to critique their own actions in carrying out his duties as a
teacher. Teacher training programs in the institute makes portfolio management as a
stimulus for students to recognize their achievements in major courses and
practicum are able to produce a new understanding to the students. By using an
adapted design of Pedagogical Reasoning and Action Model Shulman (1987),
Portfolio Management 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 new
understanding.
At the level of understanding, students receive input consisting of new content
knowledge through reading materials and experiences of others. At this stage,
students gather evidence in the teaching process. Critical events that occur in a
lesson encourage students to develop their ideas in teaching. These ideas are
designed for a teaching will be discussed with friends or counselors.
The process of inquiry and problem solving in a group will take place in the
interaction. At this stage, there was the process of analysis and assessment
resulting in a neater idea and meaning. After going through the process of
professional dimension in order to improve the quality of pupils' learning. One way to
achieve this is by creating professional collaboration among teachers in schools. As
suggested by Lieberman, schools unable to developed without its staff work together
(Lieberman, 1986). Many studies have found that teachers can grow professionally
through collaboration (Lieberman, 1986a, 1986b ; Hopkins et al . , 1994). Lieberman
also stressed that a school would be more successful for teachers and students
when teachers work collaboratively to solve problems and be given maximum
autonomy to carry out their work.
In addition, expertise in teaching stems from the process of sharing, trying new
ideas, reflection on practice and develop new approaches. Through collaboration,
professional development takes place as it involves the circle is related to sharing,
giving and receiving. Ideas and suggestions each individual or teachers need to be
heard, made reflection and respect.
Quality teaching occurs when a regular repertoire of strategies and planning the
content of the pupils. Through collaboration with other people, a lot of knowledge can
be shared.
8.6.3 Elements of Collaboration
Effective
the following:
collaboration
depends
on
the
elements
The working relationship that can be developed and maintained through teacher
beliefs.
The belief that working together is not something to be forced but voluntary.
Increased skills and initiative is seen as a continuous process in which changes can
be implemented and supported.
Working together is seen as a scheduled activity that shows the status of the work
to be done but do not restrict the development of the individual.
Appreciation directly to the needs of those involved.
8.6.4 Ways Teacher Collaborate
(i) Team Teaching
Teachers can collaborate in many ways . One of them is team teaching. For Davis
(1957), refers to a method of team teaching lessons conducted by a group of expert
teachers or skillful in various fields to form a teaching team. They will jointly plan to
implement and evaluate all teaching activities from start to finish. In addition to team
teaching, teachers can also collaborate together to provide activities such as action
research, projects and lesson plans.
(ii) Collaboration through Technology Facilities Information and Communication
Technology (ICT)
Nowadays there are facilities to facilitate communication, relationships and human
right even at great distances from one another. TMK facility currently allows to be
(INSET) or In-Service Course (KDP) to teachers who are serving either in secondary
schools or teachers in primary schools. The courses offered to teachers to follow
consists of a short course in the period 3-4 days until the long course implemented
within one year. So far the grant has been able to offer a range of courses that are
mostly carried out at the Institute of Teacher Education in Malaysia.
8.7.1 The objective of the course
In-Service Course (KDP) 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 system. Ministry of Education (MOE) using KDP as one of the main
mechanisms in the delivery and meet the aspirations of the MOE. The education
system is dynamic and the changes that occur either at the local or international
implications for the country's education system. The following are the objectives of
the KDP:
(i) To expose teachers to the latest innovations in the field of education. The courses
are organized to focus on providing input to date on the latest R & D approach. In
this, the 21st century skills that emphasize current pedagogical be exposed to inservice teachers to ensure that knowledge and their knowledge up to date , eg aided
pedagogical ICT , Project Based Learning (Project Learning / PL) , Problem-Based
Learning ( Problem Based Learning / PBL) , Game -Based Learning (Games Based
Learning) . Smart Courses are also organized to equip teachers with the latest
teaching and learning approach that uses a variety of approaches that focus on ICT
skills, thinking skills and creativity in R & D.
( ii ) The courses offered are also intended to meet current demands and
requirements. Currently, the MOE is focusing on children's learning in rural and
indigenous children. Therefore, teachers should make full use of pedagogy that
coincides with the culture and environment of the pupils. Courses related with
Relevant Pedagogy and Pedagogy Culture (Culture Pedagogy) and ethnic
languages are offered to teachers working in the area to ensure a uniform and
comprehensive educational opportunities to the children of Malaysia. For example,
language courses and language Kadazan groves (organized to meet the
government's intention to provide learning opportunities to all.
( iii ) Improve the quality of teaching in the classroom by offering courses related to
emotional and spiritual management, addressing discipline and behavior problems in
children with a 'Reality Therapy' and best practices (best practices) in the classroom.
.
( iv ) Equip teachers with the competence to enable 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 psychosocial
students.
i.Inculcate
in
teachers
that
learning
is
a
process
Lifelong Learning to upgrade their skills through courses that equip teachers with
strong leadership, self-motivation and courses related to the content knowledge and
pedagogical style.
ii.Enable teachers to cope with the challenges that exist in the field of education
through courses and workshops that discuss the challenges teachers today, the
latest issues and measures to be taken by teachers in addressing the issue of
education.
iii.Complete knowledge and awareness of teachers on educational policies and the
government should be adjusted to the current trends and changes . For example, a
course EteMS (English for the Teaching of Mathematics and Science) offered to
teachers when MOE makes teaching Mathematics and Science in English (PPSMI)
since 2002. BPG has trained 120,000 teachers of mathematics and science teachers
consisting of Year 1 to Form 6 teachers. Similarly, when used as a component of
literature in Bahasa Melayu (KOMSAS), then of course KOMSAS conducted to
ensure that teachers are able to handle the teaching of literature in Malay.
iv . In-service programs are also aimed at enhancing teaching profession. Among the
programs implemented are Graduate Program targeting primary school teachers
have a degree. Graduate Program for teachers Teaching Diploma or Certificate
Training Program was started by PKPG in 1999, which involved cooperation MOE
teacher training colleges with IPIA. The program lasted until 2006. Starting in 2007,
PKPG terminated when the college was upgraded to an Institute of Education (ITE)
that enables the institute offers Bachelor of Teaching program began in 2007 to preservice teachers. On February 5, 200, Staff Development Committee Meeting of the
Ministry of Education has approved the program Graduate Primary Teacher (PGSR)
using different modes holiday courses (KDC) and a 4-year period PGSR using the
curriculum of Bachelor of Teaching (PISMP). PGSR first offered to teachers inservice withdrawals from November 2008.
When we look at the objectives of the KDP, now we see the courses offered. Among
them are the following:
( i )Short Course among others, Smart Course 4 weeks, 6 weeks course Add Option
for teachers of mathematics and science.
( ii ) the Service Course 14 - week course offers a wide range of fields, including
Counselling Course Primary School , Special Education courses , Dyslexia , Theatre
in Teaching and Learning, Educational Enrichment , Arts in Teaching and Learning
Malay, Remedial in Mathematics, Creative Teaching in Mathematics , Creative
Teaching in Science , Arabic , Qiraat and Teranum and Enhancing Bahasa Inggeris.
( iii ) Special Education Certification Course One Year (NPCS), which consists of
various field.
( iv ) KOMSAS Coaching Course conducted over 3 days.
( v ) coaching courses Sports and Games .
MOE policy wants in-service teachers attending the 7 day course of each year, the
grant of responsible management courses in heavy service responsibilities for
curriculum planning and monitoring the course until the implementation. This is a
formidable task because of the grant to provide courses to 380, 000 teachers in
service.
8.8 Authentic Learning
Authentic learning is activity -based learning in the real environment that allows a
student to focus on the knowledge and skills such as thinking and problem solving
skills. Some education leaders produce authentic learning features, including
Jonassen (1991) explains that authentic learning is task-based activities that are
relevant to the actual situation, across the curriculum and to provide an appropriate
level of complexity to enable students to choose their own level of difficulty. This
means that students can study a problem, identify and define the questions and
activities related to the problem. Features authentic learning as presented by
Reeves, Herrington & Oliver (2002) is as follows:
distributed to anyone in all corners of the world. Among the younger generation, their
ability to acquire a variety of information in a timely manner a challenge for teachers
to equip themselves with information and teachers not to be left behind in this
regard. The rapid development of Information and Communication Technology (ICT)
provides peluamg to each individual to master a variety of information. At present,
the role of the teacher as a source of information and knowledge to students is
getting smaller as the teacher's role was taken over was by ICT. Consequently, the
role of teachers is more focused on the role of facilitator and therefore teachers
should equip themselves with the latest information to ensure the effectiveness of its
role as a facilitator.
The development of ICT enabled various information can be accessed from a variety
of sources. Among the sources that can provide students with a variety of
information is as follows:
8.9.1Program Adobe
The Adobe program is as follows:
(i)Rich Internet Application (RIA)
This resource provides learning module on line (online) course project to apply the
skills learned and books downloaded to the RIA.
(ii)Adobe Digital Careers
Teaches skills through visual design, web design and video production through the
Adobe Creative Suite.
(iii)Electronic
Portfolios,
Digital
Evaluation
and
Teaching
Plan
Adobe Acrobat
Adobe Acrobat is a program through providing software to build electronic portfolios
in PDF, student course work digitally and plan for student learning.
(iv)Educational TV Channels Adobe
Adobe Education TV Channel educate, motivate, tutorial materials, innovative
techniques using Adobe software in education. Students can access hundreds of
videos, including material support tutorials.
8.9.2 ERIC Program
In addition to the Adobe program, ERIC program provided at the resource center and
library are also a source of reference that can be accessed by students. ERIC offers
more than 1.3 million bibliographic list of journals, articles and educational materials
related to the addition of a new list every week. ERIC Collection consists of
reference materials such as journals and articles, books and study materials ,
seminar papers and conference papers technical reports, policy papers and other
materials related to education.
8.9.3 ELearning
E-Learning stands for Electronic Learning, the Web Based Instruction (Web-Based
Instruction). Learning is based on the use of Internet technology for accessing the
information that led to the Smart learning. E-learning can be divided into two types,
namely, Education Portal and Knowledge Management (Ismail Zain, 2002). Through
Portal of Education, the students can access to a variety of information and learning
materials. The Local Education Portal is a Utusan web portal (www.tutor.com.my)
and Cikgu.Net (www.cikgu.net.my). This page can be accessed by students for free.
The Knowledge Management Portal also allows students to access the information
through the search space. Students can obtain information using search engines as
follows:
Yahoo (http://www.yahoo.com)
MSN (http://www.msn.com)
AltaVista (http://www.altavista.com)
Exite (http://www.infoseek.go.com/)
Find (http://www.cari.com)
Infoseek (http://www.inforseek.go.com)
8.9.4 E - Library, E - Books and E Journals
E-library or e-Library is a source of the most easily accessible to students.
Nowadays, many foreign universities and local universities provide e - library to allow
people accessing the information. Similarly, e-books and e-journals that can be
accessed only through the website provided. Students can subscribe directly
ingredients needed after selecting topics appropriate material. Google website
students can access materials that are required to type the title of the material to be
searched. For students of the institute, they can subscribe to the e - library (Digital
Library) from the Open University Malaysia (OUM), which has a collection consisting
of a total of 72,500 e -books and e - journal titles of 29.566 titles. OUM offers cheap
rates on student fees IPG as OUM is a partner of IPG and MoE in conducting some
college degree programs.
8.10 Summary
In chapter 8 you have learned some Lifelong Learning program in which among
other things discusses:
( i ) Personal Learning Plan can be chosen by the student should aim to increase
knowledge or improve the standard of education to a higher degree . Among them
are learning at home, adult education, continuing education, knowledge workers and
self-paced learning environment.
( ii ) Reading Culture as ' Reading mooring knowledge' and there are several steps in
the practice of reading that can be practiced by teachers in ensuring cultural Lifelong
Learning.
( iii ) research culture and its importance as one of the activities are very effective in
Lifelong Learning through research we started to think, plan, read a variety of
materials , providing the items question , analyze and write reports.
( iv ) Learning through reflective thinking that led to the practice of thought, staring at
each action , its strengths and weaknesses, identify issues and problems and find
the steps in overcoming it.
( v ) consists of reflective teaching circles round starts with planning, acting,
observing and reflection.
( vi ) Model Pedagogical Reasoning and Action Shulman ( 1987 ) , focusing on the
transition from student teacher understanding, transformation and implementation of
self-assessment and develop a new understanding.
( vii ) Collaboration and consultation is a discussion in the group to build on the
results of an action to achieve a goal together.
( viii ) in-service courses are designed to provide opportunities for teachers to renew
and update their knowledge, improve their efficiency and bring about a paradigm
shift in their self- education issues.
( ix ) The rapid development of Information and Communication Technology (ICT)
provides the opportunity for each individual to access information and make
knowledgeable and competitive.
Join activity
Talk with your friends on authentic learning that once you and your friends face.
Discuss what characteristics do you think of this activity can be classified as
authentic learning activities?
References
Bruce M. Frazee, Rose A. Rudnitski (1995), Integrated Teaching Methods:
Teory, Classroom Applications and Field-Based Connections, New
York: Delmar Publishers.
Carr, W. & Kemmis, S. (1986), Becoming Critical: Education Knowledge and
Action Research. Lawen, Falmer.
Day, C. (1999), Developing Teachers: The Challenge of Life-Long Learning,
London: Falmer Press.
Elliot, ). (1988), Action Research. 'Principles and Practice', Basingstoke, Macmillan.
__________ (1991), Action Research for Educational Change, Open
University Press.
Ismail Zain. (2002), Aplihasi Media dalam Pengajaran, Utusan Publication &
Distributors Sdn Bhd.
Jan Herrington, Ron Oliver and Thomas C. Reeves (2002), Patterns of
Engagement in Authentic Online Learning Environment.
Jonassen, D. (1991). 'Evaluating Constructivistic Learning', Educational
99-219.