t

I
 TABLE OF CONTENTS

Page

Foreword it

Conceptual Model Of Teacher Education 'U

Introduction I

Goals 2

Overall Objectives 3

Content and Time Allocation 4

Instructional Strategies 5

Supplementary Activities 6

Educational Psychology 8

Pedagogy 20

Teacher Professionalism 34

Assessment 42

Suggested Course Work 41

References 43

Panelists Of Subject Outline and Syllabus

For Post Graduate Diploma in Teaching
Primary School 50
 TABLE OF CONTENTS

Page

Translation Panelists of Subject Outline and Syllabus

For Post Graduate Diploma in Teaching Primary
School 51

Review Panelists of Subject Outline and Syllabus

For Post Graduate Diploma in Teaching Primary
School 51

Appendix 52

Appendix A : Struktur dan Komponen KPLI Sekolah Rendah

Ambilan 2003

Appendix B : Mata Pelajaran KPLI Sekolah Rendah Ambilan 2003

Appendix C : Kombinasi mata pelajaran Major dan Minor KPLI

Sekolah Rendah

Appendix D : Theory of Constraint

Appendix E : Caring Intellectual

Appendix F : Terminology for Educational Studies

 KATA ALU-ALUAN

Kualiti pendidikan bermula dengan kualiti guru. Peningkatan kualiti

pendidikan guru merupakan satu usaha berterusan untuk melahirkan guru
yang kreatif, berketrampilan dan berakhlak mulia. Kurikulum pendidikan
guru adalah dinamik dan sentiasa diubah suai supaya guru dikemaskinikan
dengan ketrampilan baru, pengetahuan baru dan sikap positif sejajar
dengan pembentukan negara yang progresif. Pengubahsuaian kurikulum
menuntut para pendidik guru membuat peranjakan minda untuk
melahirkan guru permulaan yang cekap teknologi dan yakin menghadapi
perubahan dan menangani cabaran persekitaran sekolah semasa.

Kursus Perguruan Lepas Ijazah (KPLI) Sekolah Rendah akan diperkenalkan

mulai 3anuari 2003 untuk meiatih guru siswazah dalam bidang perguruan
sekolah rendah. Kurikulum i ni digubal berasaskan keperluan
mengoptimumkan perkembangan kognitif kanak-kanak, keperiuan
meningkatkan ilmu pedagogi dan pengalaman berasaskan sekolah rendah
serta keperluan mernupuk niiai positif dan amalan profesional di kalangan
guru. Keperluan-keperluan tersebut diterjemahkan dalam kandungan
kurikuium latihan perguruan yang mendefinisikan bagaimana seseorang
guru periu mereka bentuk pengajaran yang berkesan, mewujudkan
suasana bilik darjah yang selesa, mewujudkan suasana keseronokan untuk
menimba ilmu serta memupuk ciri-dri guru profesional yang disanjung
tinggi oleh masyarakat. Kurikulum ini juga menuntut agar guru-guru yang
mengikuti program labhan ini berketrampilan dalam penggunaan
kemahiran teknologi makiumat dan komunikasi (ICT).

Dengan kurikulurn ini, kami di Bahagian Pendidikan Guru percaya mutu

pendidikan guru dapat dipertingkatkan bersesuaian dengan keperluan
pendidikan masa kini dan akan datang. Harapan kami ialah untuk
melahirkan guru siswazah sekolah rendah yang berkualiti supaya segala
kemahiran dan pengetahuan yang diperolehi dapat dicurahkan dengan
sebaik-baiknya kepada pelanggan.

r
DATO' ABU BAKAR BIN BACHIK
Pengarah Pendidikan Guru
Kementerian Pendidikan Malaysia
Oktober 2002


MODEL KONSEPTUAL PENDIDIKAN GURU

Model Konseptual Guru dibina berasaskan Falsafah Pendidikan Kebangsaan (FPK) da

Falsafah Pendidikan Guru (FPG) yang menekankan kepentingan tiga aspek asas iait
pengetahuan, kemahiran dan nilai yang disepadukan merentasi semua disiplin mata pelajara
serta program yang dirancangkan seperti gambar rajah di bawah:

KETUHANAN

KEMASYARAKATAN
KENDIRi
...s^ !. .. ^r,

Model konseptual pendidikan guru mengutamakan akauntabiliti guru kepada tiga dimensi
utama iaitu kendiri, kemasyarakatan dan ketuhanan. Citra ketiga-tiga dimensi ini dijelmakan
dalam program yang dirancangkan seperti berikut:

Ketuhanan : Menganjurkan peningkatan ilmu, penghayatan dan amalan individu

sebagai insan yang percaya dan patuh kepada ajaran agama.

Kemasyarakatan Menekankan peranan guru sebagai pendidik, pemimpin dan sebagai

agen perubahan.

Kendiri Menjurus kepada pembinaan daya ketahanan, patriotisme, pemupukan

budaya ilmu, pembentukan sahsiah dan berpekerti mulia
Selaras dengan FPK dan FPG, model ini menggambarkan suatu usaha membina kekuatan
dan ketahanan diri guru berasaskan kepatuhan kepada Tuhan dan kesejahteraan
bermasyarakat. Hasrat ini dapat dicapai menerusi pelaksanaan kurikulum pendidikan guru
yang menyepadukan aspek-aspek pengetahuan, kemahiran ikhtisas dan amalan nilai-nilai
keguruan.

Kurikulum Kursus Perguruan Lepas Ijazah (KPLI) Sekolah Rendah digubal dengan mengambil
kira usaha menterjemahkan ketiga-tiga aspek iaitu pengetahuan, kemahiran dan nilai secara
bersepadu yang diperjelas seperti berikut:

Pengetahuan : Merangkumi pengetahuan am dan pengetahuan dalam mata pelajaran

KBSR dan KBSM serta pengetahuan ikhtisas keguruan.

Kemahiran : Merangkumi kemahiran ikhtisas yang menjurus kepada kemahiran

berkomunikasi, kemahiran belajar, kemahiran berfikir, literasi komputer
dan pedagogi. Pembinaan dan pengukuhan aspek "how to" dengan
memberi tumpuan kepada pengintegrasian teknologi maklumat dalam
pelaksanaan kurikulum.

Nilai : Merujuk kepada penerapan, penghayatan dan amalan nilai-nilai murni

keguruan yang menampilkan sahsiah dan perlakuan sebagai guru yang
penyayang, berpekerti mulia, berdaya tahan, patriotik, inovatif, kreatif,
berketrampilan dan berwibawa serta patuh kepada profesion perguruan.

IV


I NTRODUCTION

The Teacher Education Division continuously upgrades the ability of teachers to

transform the aspirations of the National Philosophy of Education into the teaching and
l earning processes envisaged by the Integrated Curriculum For Primary Schools. This
effort ensures quality education in schools.

I n this respect, the professionalism of teachers always needs to be enhanced so as to

enable the teaching fraternity to confront the challenges emanating from the transition
from the industrial era to the e-learning era. To respond to this challenge, previously
adopted strategies to produce teachers need to be reviewed from time to time so that
teachers can continue to play a meaningful and relevant role. As such, the knowledge
base of teachers has to be developed in an integrated and balanced manner in
accordance with the National Philosophy of Education. The aspect that requires
emphasis is holistic thinking in order that the management of the teaching and learning
processes can be deployed in an integrated manner.

I n line with the above requisite, the syllabus for Education Studies {KPLI (SR)} has been
designed integratively to enable the prospective graduands to perform their duties as
effective educators. To ensure all teachers attain an overall exposure, this syllabus
contains the following three components-

1. Educational Psychology
2. Pedagogy
3. Professionalism of Teachers
 GOALS

The syllabus for Education Studies KPLI (SR) has been designed to produce efficacious
graduate teachers who are conversant with all aspects of the knowledge world.

The components incorporated into this syllabus include educational psychology,

pedagogy for primary schools and the professionalism of teachers.

The Educational Psychology component highlights the producing of teachers who

understand child development and who are capable of developing the potential of a
child. With communication and interactive skills, the teachers are capable of preparing a
conducive classroom environment and a meaningful learning milieu for pupils. Apart
from that, the teachers play the role of guides who are mindful of the needs of their
pupils. The presence of such teachers ' wilt engender a sturdy psycho-social support
system in schools.

The contents of the Pedagogy component have been formulated to enable teachers to
plan and manage classrooms effectively. The knowledge and skills acquired enable
teachers to implement and develop the curriculum besides carrying out quality
evaluation in primary schools.

The contents of the Professionalism of Teachers component have been planned to

produce teachers who possess a high degree of professional knowledge and skills, who
are resilient, authoritative and capable of facing current and future challenges.

Overall Objectives

The curriculum for Education Studies (Primary School) has been designed to enable
students to:

1. equip themselves with knowledge in psychology, psychology of education and

child development;

2. i nculcate thinking skills of students and to identify various learning styles to

i mprove learning;

3. master and practise effective communication when helping students learn;

4. understand and appreciate the aims of the National Philosophy of Education

and the Philosophy of Teacher Education in curriculum management and
development;

5. interpret the aims of the Integrated Curriculum For Primary Schools and to
i mplement it;

6. understand the various roles and duties of a professional teacher and practise
sound educational values and attitudes to enhance professionalism

7 acquire knowledge and skills in classroom management so as to establish a

conducive classroom environment for teaching and learning;

8. apply teaching models in the teaching and learning process;

9, carry out evaluation on teaching practices to discern the performance of pupils as

well as to improve the quality of teaching and learning;

10, acquire skills for carrying out remedial, enrichment and inclusive education
activities in the classroom.

3
 CONTENT AND TIME ALLOCATION

Component Hours/ Credit

1. Educational Psychology 30 2

2_ Pedagogy 45 3

3. Teacher Professionalism 30 2

Total 105 7

is

I NSTRUCTIONAL STRATEGIES

The following approaches and strategies will be employed to achieve the subjects
objectives;
• Andragogy
• Synergogy
• Pedagogy
• Discussion
• Seminar
• Brainstorming
• Lecture
• Socio-drama
• Project
• Role play
• Singing
• Creative movements
• Self-access
• Storytelling
• Discovery-Inquiry approach
• Tele-conferencing
• Practical Sessions
- I ndividual/Group performances
- Critiques of audio-visual materials
- Field trips
- Exhibitions
- Forum
- Quiz
• Generative
• Mediative
• Directive
• Cooperative
• Collaborative
• Mastery Learning

5
 SUPPLEMENTARY ACTIVITIES

Supplementary activities are supportive exercises to enable students to experience

interactive and reflective learning processes. This is to encourage them to think
critically and creatively. The activities conducted require them to recall, explain and
apply theories and concepts taught in the classroom. The supplementary activities
consist of project-based learning, seminar and field trip in accordance with the
requirement of the curriculum

Component Topic/ Subtopic Activity

Educational 2.3 Motivation Discuss myths related to motivation

Psychology
3.2 Self-Concept Taking notes, analyzing and interpreting
quotations regarding self-concept

5.2 Role of teachers in Analyzing the Annual Guidance and

guidance and Counselling Programme of a Guidance
counseling and Counselling Unit and identify the
planned guidance activities

6.0 Bahavioural Students gather newspaper articles

Problems about pupils with behavioural problems.
They are to categorize these problems
and identify the contributing factors.
Students then suggest suitable
behavioural modification techniques to
be used to decrease I make extinct
undesirable behaviour

1.3 Classroom Routine Identify an effective teacher and

describe his/her classroom routine
practice and leadership styles

Pedagogy 4.5 Strategies of teaching Study CDCITED documents on teaching-

and learning of smart l earning strategies of smart pedagogy to
pedagogy see its application in the classroom

6.5 Item Construction Use computer software Quest to

formulate and analyze test items

8.5 Alternative
Assessment Prepare a teaching portfolio

6
 Component Topic/ Subtopic Activity

9.1 Remedial Education Smart partnership with State Education

Department/school to obtain information
on learning problems.
Participate in remedial resource
preparation workshop

9.3 Inclusive Education Field trip to school with inclusive

education programme

Teacher 7.0 Challenges to the Attend courses: trainer training, stress

Professionalism teaching profession management, time management etc to
enhance internal strength

ii

COMPONENT 1: EDUCATIONAL PSYCHOLOGY ( 2 Credits, 30 Hours)

SYNOPSIS

This component focuses on basic concepts of psychology and educational psychology

and their importance to teachers. Students will be guided to understand the principles of
growth and development of pupils to develop their potential to the optimum. The
students will also be introduced to topics on individual differences, needs, personalities
and learning styles of children. With this knowledge students will be able to improve the
effectiveness of pupils' learning process.
Students will also be equipped with effective communication skills to ensure that they
have the ability to play the role of a guide for the pupils. In addition, the students will be
equipped with skills and knowledge for identifying behavioral problems as well as for
making modifications to such behaviors.

LEARNING OUTCOMES

At the end of this component, students will be able to:

explain the basic concepts of psychology and educational psychology and

their importance to teachers;

ii. explain with examples the principles and characteristics of growth and
development of pupils in the process of helping them expand their potential to the
optimum;

M. i dentify individual differences, needs and personalities of children;

iv. inculcate the thinking habit in pupils and discern various learning styles in order
to enhance the learning process of the pupils;

v. clarify the basic concept and principles of guidance,

vi. master and practise effective communication skills; and

vii. explain the behavioral problems of pupils and apply ways to modify
such behaviors.

COMPONENT I: EDUCATIONAL PSYCHOLOGY

TOPICS AND TIME ALLOCATION

1. Concepts of Psychology and Educational Psychology 2 hours

2. Nature of Man 8 hours
3. Development of Personality and Self-Concept 3 hours
4. Thinking and Learning Styles 4 hours
5. Guidance in Education 8 hours
6. Behavioral Problems 5 hours

TOTAL 30 hours

KNOWLEDGE SKILLS VALUES/NOTES

1. Concepts Of Psychology
And Educational
Psychology (2 Hours)

1.1 Concept of
Psychology and its Explanation of Strategy
Importance concepts and their • Lectures
respective • Group discussion
1.2 Concept of importance • Futuristic Studies
Education o Psychology
o Education
1.3 Concept of o Educational
Educational
Psychology and its Psychology
Importance
• Relating
knowledge of
educational
psychology to
make
observations,
predictions and
control of pupil
behavior

2. Nature Of Man (8 Hours)

2.1 Growth and Development Of

Children (from Childhood to • Understand Strategy
Adolescence) concepts of growth • Group discussion
and development
• Concept and Principles
of Growth and
Development
• Factors Influencing • Explain the Values
Growth and Development principles and • Understand theories of
• Hereditary factors influencing child development
Environment growth and • Appreciate the
development of magnificence of God's
the child creation
(childhood to
adolescence)

l0


KNOWLEDGE SKILLS VALUES/NO

Strategy
• Stages Of Growth and • Metacognition
Development (from physical, Elucidate main • Lectures
cognitive, social, emotional characteristics of • Group discuss
and moral aspects) in the various stages
accordance with the as contained in the Thinking Skills
Theories of theories Graphic organ
• Jean Piaget comparing and
∎ Arnold Gesell contrasting
• Robert Havighurst
• Erik Erikson
• Lawrence Kohlberg Strategy
• Project
• Ways a Teacher Can Help
Pupils to Achieve Optimal Plan ways a
Development teacher can help
students achieve
optimal
development
22 Human Potential
Strategy
• Multiple Intelligences • Group Discussio
Concept and Types of • Explain various
Multiple Intelligences types of Thinking Skills
intelligences and Graphic organiz
• Ways a Teacher ways a teacher classification
Applies Multiple applies them in
Intelligences in The teaching and
Teaching and Learning learning t
Process Thinking Skill
• Compare and co
I

• Emotional Intelligence (EQ) • Explain the IQ and EQ

∎ Concept of Emotional concept and
I ntelligence characteristics of
emotional
• Daniel Goleman's intelligence (Daniel
Theory Coleman)
Strategy
• I dentify ways a Examples of case
• Ways a Teacher teacher can help
Can Help Students students develop
Develop and and manage their
Manage Their emotional
Emotional i ntelligence
I ntelligence

11

KNOWLEDGE
2.3 Motivation
• Concept and Types of
Motivation
• Factors Influencing
Motivation
• Maslow's Hierarchy
of Needs
∎ Skinners's Behavioral
Theory
(reinforcement)
• Effects of Motivation on
Students
• Anxiety
• Attitude Change
Curiosity
• Locus of Control
∎
∎ Learned
Helplessness
• Environment of Pupils
• Ways a Teacher Can
I ncrease Motivation of
Pupils
• Environment for
Teaching and Learning
• Cooperative and
Collaborative Learning
• Positive and Negative
Reinforcement
• Implications of Motivation
on the Teaching and
Learning Process
(before, while and after
the teaching and
learning process)
SKILLS VALUES/NOTES
• Explain concept Strategy
and types of Metacognition
motivation
• Describe factors
that influence Supplementary Menu
motivation • Discuss myths related to
• Visualization of motivation
factors that shape (refer to Travers, Elliot &
motivational levels Kratochwill, 1993:285-
286)
• Predict pupil
behavior based
upon their
motivational levels
Thinking Skills
• Compare and contrast
the effects of positive
and negative motivation
on students
List ways a
teacher can
motivate pupils in a
variety of situations Strategy
Cooperative learning
• Collaborative learning
Values
• Every individual has the
potential to succeed
12


KNOWLEDGE SKILLS, VALUESINO

2.4 Individual Differences

• Concept and Types of • Discerning Thinking Skill
I ndividual Differences individual • Graphic organiz
(physical, cognitive, social, differences through comparing and
emotional and spiritual) observation contrasting

• Pupils at Risk Values

• Mixed Ability Pupils • Every human b:ti~
• Culturally Diverse Pupils unique
• Pupils from Different
Social Classes
• Differences in
Socialization
• Differences in Location:
Urban versus Rural

• Effects of Individual • Relating

Differences i ndividual
differences to the
• I mplication for Teachers teaching and
l earning process

3. Development Of
Personality and Self-
Concept (3 Hours)

3.1 Personality
• Concept and
Classification of Ability to make Strategy
Personality conceptual • Examples of case
visualization on
• Role of Teachers personality of pupils
i n Shaping Positive and give responses in Values
Personality in Pupils accordance with their • Awareness
personalities. • Concern
• Factors Influencing
personality
Al-Ghazali
- Soul
- Mind
- Desire

i3


KNOWLEDGE SKILLS VALUES/NOTES

Freud
- Id
Ego
- Superego

Supplementary Menu
3 .2 Self-concept Taking notes, analyzing
Definition and Types of and interpreting
• Self-concept quotations regarding
• Ways a Teacher Can self-concept
Help
to Form Positive Self-
Concept

3.3 Positive and Negative • Relating behavior of Strategy

Defence Mechanisms
pupils to types of
Contextual learning
defence mechanisms
I dentify ways to help
pupils form a positive
self-concept

4. Thinking And Learning

Styles (4 Hours)

4.1 Thinking
• Concept of Thinking • Understand Strategy
concept and • Generative
definitions of types • Collaborative
• Types of Thinking of thinking
• Lateral
• Vertical • Master types of
• Critical thinking through
• Creative simulation
• Divergent activities
• Convergent

14


KNOWLEDGE SKILLS VALUES/NO

• Ways to Cultivate Pupils' • Relating Right

Thinking Skills Brain t Left Brain
hemispheres with
critical and creative
thinking skills (Split Strategy
Brain Theory by • Generative(D
Roger Sperry) I nquiry)

• Identify ways
teachers can Values
cultivate pupils' • Every human
thinking skills unique

4.2 Learning Styles

• Identifying learning
• Definition and Types of style preferences
Learning Styles of students

• Dunn and Dunn • List teaching and

Model learning activities
• I mplications on i n accordance to
Teaching and learning styles of
Learning Process pupils

Guidance In Education
(8 Hours)

5.1 Introduction to
Guidance
• Concept, Principles and • Give operational Strategy
Aims of Guidance definitions for Problem solvinc
concept, u

• Approaches to Guidance approaches and

• Development types of Strategy
• Prevention guidance • Project
• Remedial Education
• Crisis

15


: KNOWLEDGE ' VALUESINOTES

.Types of Guidance
• Individual Planning and Supplementary Menu
• Group implementing • Analyze an Annual
guidance Guidance and
5.2 Role of Teachers activities in Counseling Programme
i n Guidance and schools of a Guidance and
Counseling Counseling Unit in a
school and identify
planned guidance
5.3 Communication Interpersonal activities
• Generating
• Concept analogies on Thinking Skills
barriers to Comparing and
communication contrasting
• I nterpersonal
Communication Skills
• Building
Relationships Strategy
Paying Attention Discussion based on
Active Listening situational pictures
∎

•
∎
Using Appropriate
Language • Applying
• Understanding Body effective
Language communication
• Giving Appropriate skills
Responses Values
• Awareness of the
importance of
Barriers to communication interpersonal
• Physical relationship
• Psychological
• Environmental
• Social Strategy
• Directive
Implication of Using • Simulation
Communication Skills in
Creating Effective
I nterpersonal Relationships

16


r NOWLEDG ;_SKILLS VALUES/NOT

6. Behavioral Problems ~'

(6 Hours)

6.1 Definition

6.2 Types of Behavioral

Problems List and classify Strategy
types of Mediative
6.3 Methods to Identify Pupils behavioral
with Behavioral Problems: problems
• Test-based Methods
• psychological Ways to identify Thinking skills
∎ diagnostic tests pupils with • Graphic organ
behavioral classification
• Non-test Methods problems
• observation
• interview

• Research Methods
• case studies
• document studies
• cross-sectional
studies
• l ongitudinal studies

6.4 Behavior Management Strategy

• Definition Simulation
• Process Futuristic Studi
• Objectives
Values
• I ncrease and • Empathy towar
Maintenance of needs of studen
Desirable
behaviours
Thinking skills
• Decrease and Graphic organiz
extinction of classification
undesirable
behaviors

17

KNOWLEDGE
Behavior Management
Techniques
• Reinforcement
• Punishment
• Behavior Extinction
• Reverse Psychology
• Shaping
• Token Economy
• Contract (oral and
• written)
• Time-out
• Modeling
• Self-restraint
• Self- management
• Self-reinforcement
Isolation
6.5 Implication on the
Teaching and Learning
Process
I
SKILLS VALUES/NOTES
• Applying behavior Strategy
management • Mediative
techniques Examples of case
studies
• Futuristic Studies
• Predicting the
behavior of pupils
which emanates from Supplementary Menu
the action of teachers • Students gather
newspaper articles about
• Identify behavior pupils with behavioral
modification problems. They are to
techniques suitable to categorize these
the cognitive levels of problems and identify the
pupils contributing factors.
Students then suggest
suitable behavioral
modification techniques
to be used to decrease 1
make extinct undesirable
behavior
Able to identify
suitable techniques to
maintain and increase
desirable behavior /
decrease and make
extinct undesirable
behaviors on a case
by case basis
18
INDICATIVE READING

Beebe, S.A. & Beebe, S.J. (1996). Interpersonal Communication. Relating Others.
Needham Heights, MA: Allyn & Bacon.

Dorothy, J.B. (1998). The School Counselor's Book of List. New York: Macmillan.

Harris,J.K. & Lierbert,R,M. (1987). The Child: Development from Birth Through
Adolescence. London: Prentice-Hall Inc.

Kementerian Pendidikan Malaysia. (1996). Panduan Pelaksanaan Perkhidmatan

Bimbingan dan Kaunseling. Kuala Lumpur: Bahagian Sekolah.

Slavin,R.E. (1991). Educational Psychology: Theory into practice. Englewood Cliffs:

Prentice-Hall, Inc.

Travers, J.F.et.al_(1993). Educational Psychology: Effective Teaching, Effective

Learning. Madison: Brown & Benchmark.

Wooifolk,A. (2001). Educational Psychology. Boston: Allyn & Bacon.

19


COMPONENT 2; PEDAGOGY (45 Hours, 3 Credits)

SYNOPSIS

This component aims to enable students to transform the aspirations of the National
Philosophy of Education into the process of teaching and learning in order to produce
effective learning. This component is structured to integrate pedagogical and evaluation
aspects. It is expected with the mastery of knowledge, skills and values, students will be
able to manage their classroom and be knowledgeable in planning and conducting the
teaching and learning process effectively. The aspect of school assessment is also
stressed to enable students to plan, conduct and manage classroom assessment.

LEARNING OUTCOMES

At the end of this component, students will be able to:

i. i nterpret their roles as class managers based on the elements of

organizational management to promote a conducive teaching and learning
environment;

ii. relate learning theories with classroom management, planning and

implementation of teaching;

iii. apply various teaching models in the teaching and learning process:

i v. implement evaluation on teaching and learning practice with the aim of

identifying pupils performance to enhance the quality of teaching and
learning;

v. i dentify various learning problems for remedial purposes;

vi. conduct remedial and enrichment activities in the classroom, and

vii. identify roles of teacher in inclusive education.

20
 COMPONENT 2: PEDAGOGY

TOPICS AND TIME ALLOCATION

1. Classroom Management 4 hours

2. I nteraction and Communication in the Classroom_ 4 hours

3. Theories and Process of Learning 8 hours

4. Teaching 13 hours

5. Testing and Evaluation 4 hours

6. Basic Statistics 4 hours

7. Primary School Based Assessment 2 hours

Remedial, Enrichment and Inclusive Education 6 hours

Total : 45 hours

21


KNOWLEDGE SKILLS VALUESINOTES

Classroom Management
(4 hours)

1.1. Concept of Classroom

Management

1.2. Factors that Influence Strategies

Effective Classroom Provide conducive • Generative
Management classroom environment • Discussion
to promote effective • Brainstorming
• Physical teaching and learning
• Lay-out Plan process.
• Functions of Values
Lay out Plan Identify aspects of good
classroom management • Sensitive to the
• Social significance of
• Class Rules classroom
and management.
Regulations Aware of the needs of
mixed ability pupils in
• Sociometry
the context of
• Emotional classroom
Teacher management
Leadership
∎

1.3. Classroom Routine

• Concept of Routine
• Types of Routine
∎ Class Routine
(non academic) Values
• Record pupils'
i nventories; attendance, Aware of the
Administrative
Routine academic profile, health importance of routine in
∎
and discipline teaching and learning
• Pupil Movement
Routine Manage classroom
routine to promote
• Task pupils' self discipline
Management
Routine

22


KNOWLEDGE SKILLS VALUES/NOTES

• Learning
Routines (that
support
teaching and
learning: • Describe and set up
collecting classroom routines that
books, promote learning
marking,
distributing
resources and
books etc)

• I nteraction
Routine (that
determine
patterned
interaction;
when and how
interaction
should happen)

1.4. Classroom Discipline

• Identify causes of
' Concept discipline problems in
the classroom
• Causes of Discipline
Problems in the
Classroom

• Ways to handle
Discipline Problems
in the Classroom

• Constructive
warning
• Punishment
∎ Prevent
misbehaviour
• Managing Supplementary Menu
Discipline
without stress • I dentify an effective
teacher and describe
• Practise • Practise appropriate his / her classroom
appropriate procedures to enhance routine practice and
disciplinary classroom discipline leadership styles.
strategies

23


KNOWLEDGE SKILLS VALUESINOTES

Z, I nteraction and
Communication in the
Classroom ( 4 hours)

2.1- Classroom Interaction • Create various

interaction patterns in Strategies
2.2. Types of Interaction the classroom Discussion
and their Significance Simulation
• Directive
2.3. Ways to Create • Create effective
Effective Classroom classroom interaction
Interaction in the classroom

2.4. Classroom
Communication
• Types of
Communication Thinking-Skills
• I nterpret definitions of • Graphic Organizer:
communication based Conceptual
• Communication on models of
Models communication Values
• Obstacles and Aware of the needs
Barriers to • Suggest ways to of interaction in
Communication overcome barriers in i nterpersonal and
communication intrapersonal
• Ways to Create development
Effective • Practise effective
Communication in communication in the Aware of the
the Classroom classroom importance of
effective
communication in
teaching and human
relations.

Note
• Refer to article:
classroom discourse
• Models:
Shannon and
Weaver, Wilbur
Schramm

24


KNOWLEDGE SKILLS VALUESINOTES

3. Theories and Process of

Learning
( 8 hours) "

3.1. Concept of Learning

3.2. Theories of Learning Compare and contrast Strategies

theories and the Discussion
• Behaviourist
learning process • Library research
• Cognitive
Thinking Skills
• Social
Graphic Organizer::
• Humanistic Compare and
contrast
Constructivist
Values
• Aware that a strong
opinion is backed b
a theory,

3.3. Process of Learning

• Learning readiness
Relate theories and
• Pattern Recognition the process of Sensitive and
learning in the concerned about
(Pengamatan)
classroom matters that
• Perception influence effective
(Penanggapan) l earning

• Remembering and
Forgetting 3.2: Focus on the
• Transfer of principles developed
Learning by the following:
Behaviourist: Skinne
3.4. Implications of Cognitive: Piaget,
Theories and Process Social: Bandura
of Learning in Teaching Humanistic: Carl
and Learning Rogers
Constructivist:
Vygotsky)

25


KNOWLEDGE SKILLS VALUESINOTES

4. Teaching
(13 hours)

4.1. Concept of Teaching • Explain the concept of Strategies

teaching • Directive
4.2. Models of Teaching • Demonstration
and its Implication on • Self Directed
Teaching and Learning
Learning. • Source information
• Expository through internet

• I nformation
processing • Compare and contrast
• I nquiry
• Project
4.3. Teaching Strategies
Teacher Centered
Student Centered
Resource Based
• Task Based
the models of teaching Values
and their implications
• Aware of the
in teaching and
importance of
l earning.
teaching models in
determining lesson
planning framework
Describe the
strategies of teaching

4.4. Teaching Approaches

• Integration
• Inductive
• Deductive List down the
characteristics of each
• Eclectic teaching approach.
Values
• Aware of the needs to
4.5. Strategies of Teaching master various
and Learning in smart approaches,
pedagogy methodologies and
techniques of effective
• Directive
teaching
• Mediative Identify various
• Generative teaching strategies of
smart pedagogy.
• Observation
• Contextual

26

KNOWLEDGE
I
• Metacognitive
• Field study
• Futuristic studies
• Mastery Learning
• Cooperative/
Collaborative
4.6 Integration of Generic
Skills in Teaching and
Learning
4.7 Methods and
Techniques of Teaching
• Learning through
Play
• Role Play
• Brainstorming
• Thematic
• I ntegration
• Story Telling
• Facilitating
(including
facilitating skills)
• Discussion
• Inquiry
• Demonstration
• Problem Solving
[Theory of
Constraint (TOC)]
SKILLS
Application of generic
skills:
thinking skills,
i nformation-
communication
technology skills (i CT),
facilitating skills, learning
skills, and evaluation and
assessment skills.
• Decide on appropriate
methods and
techniques for effective
teaching and learning.
• Explain the
characteristics of
facilitation: questioning,
sampling, scaffolding,
directive, cognitive
structuring
27
I VALUES/NOTES
Supplementary Menu
Refer to CDC/TED'
documents on
teaching and iearnO
strategies of smart
pedagogy to look int
its application in
classroom .
Note
• TOC
(refer to Appendix D
Major subject lecturer
will focus in detail on
methods and
techniques of
teaching, lesson
planning and
micro/macro teaching


KNOWLEDGE SKILLS VALUESINOTES

4.8 Factors affecting the Identify the factors

choice of Methods and that influence the
choice of
Techniques of Effective
Teaching. methodologies and
techniques of effective
teaching.

Testing and Evaluation

(4 hours)

5.1 Concept of
Measurement, Testing Elaborate the aims and Strategies
and Evaluation. functions of evaluation in Directive
teaching and learning ∎ Lecture
Aims of Testing and Experiential Learning
Evaluation Self Directed
learning
• Learning through the
i nternet
5.2 Main Characteristics of Identify the main
Tests characteristics of tests Thinking Skills
• Graphic Organizer
5.3 Types of Testing and Compare and
Evaluation Contrast
• Formative and
Summative Tests Note
Compare and contrast: Refer to primary
• Performance and types of tests and types school format and
` Pencil and Paper' of evaluations. test questions
Tests

• Speed and
Endurance Tests
Values
• Norm-referenced Aware of the
and Criterion- importance of
referenced Tests evaluation in the
process of teaching
and learning

28


KNOWLEDGE SKILLS VALUESINOTES

5.4 Test Blueprint / Table of • Construct Test Blueprint Values

Specifications (JPU) (apply principles of testing
I main characteristics of Having a sense of
• Main
tests) responsibility and
Characteristics
• Elaborate on the steps in honesty in conducti
• Constructing Test building tests. testing and evaluati
Blueprints
• State the importance of
• The Importance of test blueprints in item
Test Blueprints building.

5.5 Item Construction

• Determine test item
• Objective Items
quality.
• Subjective Items • Compare and contrast
subjective and objective Supplementary Men
5.6 Marking Approaches tests.
• Use computer
software Quest to
• Analytic Marking • Application of analytic and formulate and analyi
• Holistic Marking holistic/global marking test items

Basic Statistics
(4 hours)

6.1 Graph, Ogive, • Master the skills of Strategies

Histogram, Distribution
Curve, Frequency
6.2 Min, Median, Mode
6.3 Standard Deviation • Apply statistical formulae
(non cumulative data,
cumulative data)
6.4 Standard Scores:
Score z and Score t
transferring raw scores • Directive
into graphs : histogram, • Module
polygon and ogive • Self Directed
Learning
• Self/Peer evaluation
to interpret scores for Values
report writing purposes Aware of the
•
significance of
transferring data into
graphs for the
purpose of
i nterpretation

29


KNOWLEDGE SKILLS I VALUESINOTES

6.5 Data Interpretation and Analyze and interpret Aware of the

Report Writing data for report writing importance of data
as a foundation for
follow-up activities

Resource
EXCEL or SPSS
programme

7 Primary School Based

Assessment (PKSR)
(2 hours)

7.1 Definition Strategies

• I nterview primary
7.2 Principles school teachers on
the implementation
7.3 Aims of PKSR
• Directive
7.4 Methods of Conducting
PKSR

7.5 Alternative Assessment • Use various types of Values

authentic and valid • Aware of various
Portfolio
assessment to authentic alternative
Presentations l evaluate pupils evaluation methods.
Practicals performance
Observation Supplementary Menu
• State types and
characteristics of • Prepare a teaching
portfolios portfolio

• Use portfolio as an
alternative assessment

r
30


KNOWLEDGE SKILLS VALUESINOTES~

8 Remedial, Enrichment
and Inclusive Education
(6 hours)

8.1 Remedial Education

(3 hours)
• Concept, Rational • Explain concept, rational
and objectives of and objectives of
Remedial Education remedial education
• Learning Difficulties • identify factors causing
• Causes of Learning learning difficulties Strategies
Difficulties • Directive
• Identify types of
• Lecture
• Types of Learning l earning difficulties (3Rs) • Generative
Difficulties (3Rs)
• Discussion
Methods of • Master the skills of
• Identifying Learning identifying learning Supplementary Menu
Difficulties difficulties • Smart partnership
with State
• Role of Teachers in • Construct inventories Education
Conducting Observation Department/school
Remedial Teaching • to gather information
∎
Interpret performance
conducting skills record on learning
difficulties
∎
• remedial • Construct paper and
pencil tests
activities
• Plan daily exercises
• resources for • Note
Conduct question and
remedial activities answer sessions 1 • Remedial and
quizzes enrichment activities
need to be related to
• Describe important Mastery Learning
steps in organizing and
carrying out remedial Supplementary Menu
teaching • Participate in
• Master the skills of remedial resource
conducting remedial preparation
teaching workshop.
• Acquire the skills of
preparing remedial Values
resource materials Empathy towards
pupils with learning
difficulties.

31


KNOWLEDGE SKILLS VALUES/NOTES

8.2 Enrichment Explain concept, rational

Education and objectives of Strategies
(2 hours) enrichment Directive
• Concept, Rational, • Lecture
and objectives of ' Generative
I dentify various types of Discussion
Enrichment
Programmes enrichment activities:
• Reading
• Types of Writing
Enrichment • Arithmetic
Activities
Methods of
Conducting
Enrichment
Activities

8.3 Inclusive Education

(2 hours) • Show difference in Values
concept between • Aware of the
• Concept of inclusive and special significance of
I nclusive Education education inclusive education in
the National
• I dentify the
• Children with Education System.
characteristics of
Special Needs children with special
needs

Roles of Teachers Supplementary Menu

• Mentally retarded
and Resource Learning Disabilities Field trip to school
∎
• with inclusive
Teachers Behavioural
education
Disorders
Communication and programme
•
Hearing Impaired
• Visual Impaired
• Spastic
• Gifted and Genius

Know the role of

teachers and resource
teachers in conducting
i nclusive education

32
INDICATIVE READING

Arends, R.I. (2001). Learning to teach. Boston: McGraw Hill.

Good,T.L. & Brophy,J.E. (1997). Looking into Classroom. New York: Addison- Wesley
Longman,lnc

Gronlund,N.E & Linn, R.L.(1 990). Measurement and Evaluation in Teaching. New
York: Macmillan Publishing Company.

Hadfield,J, (1992), Classroom Dynamics. Oxford: OUP.

Hopkins, C. D. & Antes, R. L. (1990). Classroom Measurement and Evaluation.ltacas:

Peacock Publishers.

Joyce,B. & Weil,M.(1986). Models of Teaching. Englewood Cliffs: Prentice Hall Inc.

Robiah Sidin.(1993). Classroom Management. Kuala Lumpur: Fajar Bakti Sdn Bhd.

Sergiovanni, T.L. & Starratt,R.J. (1993). Supervision: A Redefinition. New York:

McGraw-Hall International Editions.

Wragg, E.C. (1993). Primary Teaching Skills. London: Routledge.

33


COMPONENT 3: TEACHER PROFESIONALISM

(2 Credits, 30 Hours)

SYNOPSIS

This component focuses on the role of teachers in realizing the National Philosophy of
Education (FPK) and the Philosophy of Teacher Education(FPG). The various aspects of
teaching professionalism covered in this component aim to enable students to face and
conquer various challenges in the teaching profession. Students are exposed to different
philosophical schools of thought and to the main characteristics of the National
Philosophy of Education and the Philosophy of Teacher Education to enable them to
understand the aspirations of the National Education Policy. Students need to
understand the goals of the Primary School Integrated Curriculum (KBSR) to enable
them to organize and develop the curriculum in planning, teaching and learning in order
to meet the needs of the National Philosophy of Education. Students need exposure on
professional skills to enable them to make decisions and take necessary actions in the
teaching and learning context. Students are also expected to practise knowledge culture
through research. The enhancement of knowledge and skills will also help in preparing
them to face various changes and future challenges in the teaching profession,

LEARNING OUTCOMES

At the end of this component, students will be able to

i. state the needs of the National Philosophy of Education and Philosophy of

Teacher Education in the teaching service;

ii, describe the concept of curriculum, types of curriculum and factors

that influence development and change in the curriculum;

I l l. interpret the needs of the Primary School Integrated Curriculum in the

context of the National Philosophy of Education;

iv explain the roles of teachers in implementing changes in curriculum;

v. conceptualize teaching as a profession and identify characteristics of

professional teachers;

vi. outline the various tasks and roles of professional teachers;

vii. practise teaching values and attitudes to enhance professional qualities, and

viii. interpret the imminent challenges in the teaching profession.

f4
 TOPICS AND TIME ALLOCATION

Fundamentals of the National Philosophy of Education and Philosophy

of Teacher Education 6 hours

2. Management and Development of Curriculum 9 hours

3. Teaching as A Profession 4 hours

4. Teachers and the World of Education 2 hours

5. Teacher Professional Skills 2 hours

6. Enhancement of Professionalism of Teachers 4 hours

7. Challenges in the Teaching Profession 3 hours

TOTAL 30 hours

35


Y
S,.

~, Fundamentals of the
National Philosophy of
Education and Philosophy
of Teacher Education
(6 hours)

1.1 Basic Concept of

Philosophy of Education Explain the basic concepts of Strategies
philosophy and education in • Discussion
Philosophy
• relation to FPK • Brainstorming
• Education • Lecture
• Forum
1.2 Western Philosophy of Debate
Education
• Traditional Values
(Perennialism,
Essentialism) I nternalise FPK and
FPG towards nation
• Modern building
(Progressivism
Compare and contrast • Aware of the roles of
Reconstructionism)
philosophies of educators in nation
education from the building.
1.3 Islamic Philosophy of
western and Islamic
Education
points of view. Thinking Skills
1.4 National Philosophy of • Graphic Organizer
• Explain the factors that
Education (FPK) Compare and contrast
influence the development of
FPK.
Elaborate elements in the
1.5 Philosophy of Teacher FPK
Education (FPG)
• Goals Describe FPG based on
• Teacher Education goals and Teacher Education
Conceptual Model Conceptual Model.

• Professional Values
of Teachers

1.6 Implications of FPK and

FPG to teachers as
educators

36


XNOWLEDGE.` SKILLS VALUESINOT

Management and
Development of the
Curriculum (9 hours)
Discuss curriculum
2.1. Concept of Curriculum
development based on the Strategies
• Concept and Types
following curriculum models -
of Curriculum • Objective model (Tyler, •
Group
Discussion
• Models of Curriculum Taba) • Directive
(Tyler, Taba, • Process Model
Stenhouse) Values
(Stenhouse)
• Current Trends
• I nternalise the rol
the education sy
2.2. Factors that influence nation building
• Describe the of curriculum
Development and
• Formal curriculum
Change in the • Aware of the
Curriculum • Hidden curriculum
i mportance of
• Explain the factors that curriculum in the
i nfluence development and context of episte
change in the curriculum
• I ndividual • I nternalise the cha
• Community and of curriculum and
Nation responsibility of
2.3. Primary School teachers in
• Universal
I ntegrated Curriculum implementing the
( KBSR) curriculum
• Analyze and interpret main
• Goals characteristics of KBSR in
the context of FPK. • Have commitmentiO
• Objectives i mplement curricu
• Main relation to education
Play role as curriculum
Characteristics roles and innovation
i mplementer
• Structure
• Describe the role of teachers
• Components in implementing KBSR that is
Resource
appropriate with the era of
I nformation Communication
Technology (ICT). • Refer to Documents
KBSR (Min. of Edu.
• Interpret
• Surf: Min. of Edu Ma
2.4. Modifications in KBSR • Plan
website,
Syllabus • Modify
httpalwww.moe.gov
• Evaluate
2.5. Role of Teachers in
implementing
Curriculum

37

3. Teaching as A Profession
(4 hours)
3.1. Concepts of • Study professional and non-
Professional and Non- professional concepts and
professional its relation to the teaching
profession
3.2. Code of Ethics of the
Malaysian Teaching Compare and contrast
Profession professional and non-
professional characteristics
3.3. Teacher Accountability of teaching career
towards:
School Study and discuss the
• Behaviour characteristics and qualities
of professional teachers
• Pupil
• Profession Study and analyze the code
• Community of ethics of the Malaysian
Teaching Profession
• Relate the code of ethics
and accountability to
teachers' task in school
The Teacher and the
World of Education
(2 hours)
• Knowledge Analyze the roles and
Practitioner responsibilities of teachers
• Skill Practitioner as
• Value Inculcator Effective provider of
• Educator knowledge, skills and
(Educare I values.
Educere) Educator in the teaching
career
• Socialization Agent of socialization and
Agent change in community
38
Strategies
• Discussion
• Examples of cases
• Collaborative learning
Values
• I nternalise and value
knowledge
Virtue
•
• Sensitive to change and
ready for changes
• I nternalise the code of
ethics and strive to
become an excellent
teacher
• Appreciate, love and be
fully committed to the
teaching profession
Thinking Skills
• Graphic Organizer
Compare and contrast
Strategies
Group Discussion/Buzz
Session (based on
current issues)
• Workshop
• Brainstorming
Examples of cases
•
• Simulation activities


h ~-

K WLED SKILLS AI'UESINOTr,,

• Change Agent Consultant and mentor to

pupils in classroom
Community
Manager, planner,
• innovator
implementer and researcher
• Nation-Builder who can contribute new Values
ideas in teaching and • Uphold knowledg
• Knowledge l earning. • Diligent
Disseminator
Role model and patriotic to • Cooperative
• Caring the nation a

I ntellectual • I nternalise the wo

• Consultant education and act
line with national
• Mentor development
• Manager
• Researcher
• Patriot

Professional Skills
(2 hours)
Strategies
Skills • Group discussion
• Learning Master professional skills in Simulation
learning and thinking Tele-conference
• Thinking
• E-learning
• Planning
• Master skills of interacting Values
• Facilitating
• Enhance commitment
• Communicating Master skills of managing towards profession
ICT.
• Managing
Supplementary Menu:
• Managing ICT Act as information collector • Attend courses on
and idea generator Learning Skills
• Researching and
Acquiring
Thinking Skills
I nformation 1
Graphic Organizer
Knowledge
Categorizing Professo
Activist and
Skills
Knowledge
Generator

39


Strategies
Group discussion
Practise knowledge culture.
• I ntellectual discourse:
seminar, forum, debate
Enhance teaching knowledge ' Workshop
• Action research
and skills
Values
• Aware of the
i mportance to enhance
teaching
professionalism in
Carry out action research facing challenges and
• Reflect and take action to improve changes
teaching effectiveness
• Sensitive to current
• Reflection on action challenges and
Reflection in action development in
• Reflection for action education
• Prioritize knowledge
• Collaborate

Thinking Skills
• Self Reflection

Strategies
• Discuss and study current • Futuristic studies
issues in education • I ntellectual discourse:
seminar, forum,
• Practise the characteristics workshop
of teachers who can face • I nternet surfing for
current and future challenges i nformation.
• Commitment
• Vision
• Global view

40


• Optimistic Values
Changes in Knowledgeable • I nternalize and
Education: Adaptable appreciate kno
Smart school Skillful in Sensitive to chap
educational education and I
∎
• Globalization of
technology technology
education

• Plan professional
development based on Supplementary Menu
current trends to face future • Attend courses: t
challenges training, stress
management, time
management etc,
enhance internal
strength

I NDICATIVE READING

Day, C. (1999). Developing Teachers: the challenges of life long learning. London: Falmer
Press.

Ornstein,A. C. & Hunkins, F. P. (1998). Curriculum Foundations, Principles and Issues.

Boston: Allyn and Bacon.

Ozrnon, H. & Craver,S.M. (1992). Philosophical Foundations of Education. London:

Prentice-Hall, Inc_

Pusat Perkembangan Kurikulum>(2001). Falsafah Pendidikan Kebangsaan, Matlamat dan

Misi. Kuala Lumpur: Kementerian Pendidikan Malaysia.

Schon,D. (1983). Educating the Reflective Practitioner. San Franscisco: Jossey-Bass.

 ASSESSMENT

Students' performance is based upon college-based coursework and a

centralized examination. Evaluation is based on 50% course work and 50%
examination.

SUGGESTED COURSE WORK

Below is the suggested course work guideline

Component Task Percentage

Educational ) Folio
Psychology and (groups of 3 or 4)
Pedagogy
(a) Produce one Folio on classroom 10
management

(b) Based on the folio, discuss how

classroom management takes 20
into consideration the aspects of
i ntellectual, physical, social and
emotional development in
conducting teaching and
learning

Reflect the outcome of the

discussion in the form of a short
essay not exceeding 1000
words.
(c) Presentation of outcome using
information and communication
technology (ICT) 10

Teacher 2) Journal Writing

Professionalism (Individual) 10

Choose one teaching and learning

problem that you have encountered
during Practicum Phase 1.

Submit a journal report on the

stated problem, describing the ways
you have taken to overcome the
problem.
Your report should not be more than
500 words

42
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• http: //ivs.uidaho.edu/mod/models/gardner/index.html

http:I/tip,psychology.orq/bruner.thml

http: //www.nwrel.orq/scpd/sirs/6/cull,html

49
http ://www.moe.gov.my

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49


PANELISTS OF SUBJECT OUTLINE AND SYALLABUS FOR POST GRADUATE

DIPLOMA IN TEACHING PRIMARY SCHOOL 2003

NO. NAME QUALIFICATIONS

1. Dr. Maznah Binti Abdul Samad (Co-ordinator) Diploma in Guidance and

Curriculum Unit Counselling ; B.A.(Hons)
Bahagian Pendidikan Guru History; ;MEd (Guidance &
Kuala Lumpur Counselling); PhD (Education)
Lecturer in Education Studies
for 10 years;

2. Dr. Jamaliah Binti Ahmad MEd (Psychology); PhD (Early

I nstitut Bahasa Melayu Malaysia Childhood Education)
Kuala Lumpur Lecturer in Education Studies
for 11 years

3. Dr. Bustam Bin Kamri B.A.(Hons) Malay Studies; MEd

I nstitut Bahasa Melayu Malaysia ( Early Childhood Education);
Kuala Lumpur PhD ( Early Childhood
Education Planning)
Lecturer in Education Studies
for 12 years

4. Mr. Fun Foo Ying B.A (Hons) Geography; MEd

Maktab Perguruan Perempuan Melayu (Pedagogy)
Melaka Lecturer in Education Studies
for 16 years

5. Dr. Boon Pong Ying B.A(Hons), MEd(Testing and

I nstitut Perguruan Bahasa-Bahasa Evaluation), PhD(Testing and
Antarabangsa Testing)
Kuala Lumpur Lecturer in Education Studies
for 17 years

6, Ms. Hjh Nas Bt. Mamat B.A.(Hons) History; MEd

Maktab Perguruan Kuala Terengganu Educational Administration)
Kuala Terengganu Lecturer in Education Studies
for 18 years

7. Ms. Aziza binti Mahbob B_Ed (Guidance & Counselling);

Maktab Perguruan Ilmu Khas MA (Human Resource
Kuala Lumpur Development);
School Counselor for 5 years;
Lecturer in Education Studies
for 12 years

50


NO. NAME QUALIFICATIONS

8. Mr. Gurdev Singh Malhi B.A.(Hons) Malay Studies in

Maktab Perguruan Ipoh Education; MEd( Education)
Hulu Kinta, Ipoh Lecturer in Education Studies
for 16 years

9. Mr. Mohd Nazri Bin Wan Senik B.A.(Hons) History &

I nstitut Perguruan Darul Aman Geography; M. Sc (Educational
Jitra, Kedah Darul Aman Psychology)
Lecturer in Education Studies
for 14 years

10. Mr. Nordin bin Tahir B.A. (Hons) History; MEd

Maktab Perguruan Perlis ( Educational Management)
Kangar, Perlis Lecturer in Education Studies
for 8 years

TRANSLATION PANELISTS OF SUBJECT OUTLINE AND SYLLABUS FOR POST

GRADUATE DIPLOMA IN TEACHING PRIMARY SCHOOL 2003

No NAME QUALIFICATIONS

1. Dr. Maznah Abd. Samad (Co-ordinator) Diploma in Guidance and

Curriculum Unit Counselling ; B.A.(Hons)
Teacher Education Division History; MEd (Guidance &
Counselling); PhD (Education)
Lecturer in Education Studies
for 10 years;

2. Ms. Sharifah Fakhriah Binti Syed Ahmad B.A.(Hons) Literature; MEd

(Chairman) Lecturer in Education Studies
Maktab Perguruan Kuala Trengganu, for 16 years
Trengganu

3. Mr. Hong Kim Guan B.A in Education

Maktab Perguruan Persekutuan (Hons)Geography; LLB( Hons) ;
Pulau Pinang Lecturer in Education Studies
for 17 years

4. Ms. Nik Noriah Binti Nik Ibrahim B.Soc Sc(Hons) Sociology;

Maktab Perguruan Kota Bharu Lecturer in Education Studies
Pengkalan Chepa,Kelantan for 16 years

51


REVIEW PANELISTS OF SUBJECT OUTLINE AND SYLLABUS FOR POST-

GRADUATE DIPLOMA IN TEACHING PRIMARY SCHOOL 2003

NO. NAME QUALIFICATIONS

Dr. Maznah Abd Samad (Co-ordinator) Diploma in Guidance and

1. Curriculum Unit Counselling ; B.A.(Hons)
Teacher Education Division History; MEd (Guidance &
Counselling); PhD (Education)
Lecturer in Education Studies
for 10 years;

2. Mr Lee Hah (Chairman) B.Sc Ed; MEd (Sistem

Maktab Perguruan Ipoh Penguasaan Maklumat dalam
Huiu Kinta, Ipoh Pendidikan)
Lecturer in Education Studies
for 16 years

3. Ms. Gomathi Naidu B.Sc. (lions) Genetics; MEd

Maktab Perguruan Teknik Curriculum and Instruction)
Kuala Lumpur Lecturer in Education Studies
for 12 years

4. Mr. Krishnan AIL Narayana B.A. (Hons) Indonesian &

Maktab Perguruan Raja Melewar Malay Studies; MEd
Seremban (Psychology)
Lecturer in Education Studies
for 12 years

5. Ms Aziza Mahbob B.Ed (Guidance & Counselling);

Maktab Perguruan limu Khas MA (Human Resource
Cheras, Kuala Lumpur Development);
School Counselor for 5 years;
Lecturer in Education Studies
for 12 years

6. Dr. Boon Pong Ying B.A(Hons), MEd(Testing and

I nstitut Perguruan Bahasa-Bahasa Evaluation), PhD(Testing and
Antarabangsa, Kuala Lumpur Testing)
Lecturer in Education
Studies for 17 years

52


LAMPIRAN A

STRUKTUR DAN KOMPONEN

KURSUS PERGURUAN LEPAS IJAZAH ( KPLI ) SEKOLAH RENDAH
MULAI AMBILAN 2003

KOMPONEN MATA PELAJARAN _ JUItiILAH'

( A) PENGAJIAN 1. Bahasa Melayu Komunikasi 1 kredit _

ASAS 2. Pengurusan Sumber 2 kredit
3. Tamadun I slam 1 kredit' -
4. Pendidikan Islam atau Pendidikan Moral 1 kredit
5. Pendidikan Negara Bangsa Malaysia I kredit
6. Pendidikan Alam Sekitar 1 kredit
7_ Muzik Dalam Pengajaran dan Pembelajaran 1 kredit
8. Pendidikan Jasmani 1 kredit
ur ( ..J. Al kre(J K
( B) PENGAJIAN
PROFESIONAL 9 ll mu Pendidikan 7 kredit

uttildtt.{B }, .
(C PENGAJIAN
KURIKULUM 10. Major 8 kredit
PERSEKO LAHAN
11 Minor 1 4 kred t

1 Minor 2 4 kredit
Jur iah tC) { d '
)
( D) KOKURIKULUM 13, Kokurikulum
• Pengurusan kokurikulum
• Unit Berumform
• Sukan
JVT4fah ~D) :..., 3., htt it

JUMLAH KREDIT 35 kredit

(E) 12 M
( 6 kredit )

J1 I MLAH KREDIT KESELURUHAN 41 kredit

NOTA
1. Program KPLI sekolah rendah dikendalikan dalam tempoh 39 minggu yang merangkumi 1 minggu
pengurusan pelajar baru dan Bina Insan Guru, 24 minggu interaksi kuliah , 12 minggu praktikum, 1
minggu refleksi dan 1 minggu peperiksaan.
2. Praktikum dikendalikan dalam 2 fasa. Fasa 1 selama 4 minggu dijalankan sebelum cuti semester.
Fasa 2 bermula pada minggu ke-26 sehingga minggu ke - 33 selama 8 minggu_
3. Sebanyak 10 hari diagihkan untuk lawatan pengalaman berasaskan sekolah sebelum
praktikum fasa 1
4. Unsur Bina Insan Guru selama 3 hari, 2 malam diterapkan dalam Pendidikan Jasmani.
5. Ca ( on IPTA tempatan dibenarkan pindah kredit Tamadun I slam.
6. Kandungan Pengurusan Sumber merangkumi 3 bidang pembelajaran iaitu Teknologi Maklumat &
Komunikasi, Teknologi Pendidikan dan Sains Perpustakaan.
7. Pengiraan Kredit
• I kredit kuliah = 15 jam i nteraksi
• 1 kredit amali kokurikulum = 45 jam
• 1 kredit prakt i kum = 2 minggu


LAMPIRAN B

MATA PELAJARAN
KURSUS PERGURUAN LEPAS IJAZAH (KPLI) SEKOLAH RENDAH

PENGAJIAN ASAS

1. Bahasa Melayu Komunikasi 5. Pendidikan Alam Sekitar

2. Pengurusan Sumber 6. Muzik Dalam Pengajaran clan

Pembelajaran

3. Tamadun Islam 7. Pendidikan Jasmani Asas

4. Pendidikan Negara Bangsa $, Pendidikan Islam atau Pendidikan

Moral

PENGAJEAN PROFESIONAL

1. Il mu Pendidikan

• Psikologi Pendidikan
• Pedagogi
• Profesionalisme Guru

PENGAJIAN KURIKULUM PERSEKOLAHAN ( MAJOR)

1, Pengajian Bahasa Inggeris 3. Pengajian Matematik

2. Pengajian Agama I slam 4. Pengajian Sains

PENGAJIAN KURIKULUM PERSEKOLAHAN (MINOR)

KUMPULAN SAINS DAN TEKNOLOGI

1. Matematik 3. Kemahiran Hidup

2. Sains 4. Pendidikan Jasmani

KUMPULAN BAHASA DAN KUMPULAN SAINS SOSIAL

Bahasa Inggeris 4. Pendidikan Moral
2. Bahasa Arab 5. Pendidikan Seni Visual
3. Kajian Tempatan


LAMPIRAN c

KURSUS PERGURUAN LEPAS IJAZAH (KPLI) SEKOLAH RENDAH

KOMBINASI MAJOR DAN MINOR

MINOR 2 (pilih satu )

MAJOR
Kumputan Ku
~ Bah mnad an~&aks S os ial
., -

Bahmoa\ng g ehm ° Matematik • KakanTe mpata n

° S aina • Pendidikan Mom!
° K anmaNranHidup ° Pendidikan Seni Visual
~ Pend i UikonJ a snnan j

Agama i ~ Matematik ° Bahasa Arab

slam ! ° Bmino
° Kernmh nanHidup
\ ~ Pend i dikmnJasnmmni

Mat em atik i ° K e mmNnanH i dup ° Bahasa\n g gohs

/
. ° PmndicUkanJ a srnani

~
Sqins ° Kemahiran Hidup ° Bahaya\ng9 e hs
!. ° PendidikonJoon1ani


APPENDIX F

TERMINOLOGY FOR EDUCATIONAL STUDIES

(ENGLISH LANGUAGE - MALAY LANGUAGE)

ENGLISH LANGUAGE MALAY LANGUAGE

aim tujuan
acceptable behaviour tingkah laku yang diterima
accountability akauntabiliti
achievement pencapaian
adolescent remaja
approach pendekatan
assumption andaian
attention perhatian/tumpuan
attitude sikap
aware peka
basic needs keperluan asas
beginning teachers guru permulaan
behaviour/character tingkah laku
characteristics ciri-ciri
clarify menjelaskan
classroom interaction interaksi bilik darjah
commitment iltizam
compensatory education pendidikan imbuhan
competency berketrampilan
conflict konflik/sengketa
concern kepekaan/keprihatinan
consolidation pengukuhan
correction pembetulan
current education system sistem pendidikan semasa
depress murung
describe menghuraikan
development perkembangan
drive desakan
• education pendidikan
educational values nilai-nilai keguruan
effect kesan
emotional needs keperluan emosi
 ENGLISH LANGUAGE MALAY LANGUAGE
environment persekitaran
esthetic values nilai-nilai estetika
evaluation penilaian
experiential learning pembelajaran melalui pengalaman
experience pengalaman
exposition pendedahan
extra-tutoring pengajaran tambahan
extrinsic stimulus rangsangan ekstrinsik
facilitator of learning pemudahcara pembelajaran
field bidang
frequency kekerapan
futuristic studies kajian masa depan
generate menjana
gesture gerak isyarat
habit kebiasaan/tabiat
honest jujur
inculcation penerapan
i ndividual differences perbezaan individu
i nfluence pengaruh
identify kenal pasti
implementation pelaksanaan
i mprove/increase/enhance/upgrading meningkatkan
i nherent sebati
i n line selaras
integration/holistic bersepadu dan menyeluruh
internalise menghayati
inter-related sating berkaitan
insight celik akal
inquiry discovery inkuiri penemuan
learning pembelajaran
learning readiness kesediaan belajar
l ess fortunate kurang beruntung
life long learning belajar sepanjang hayat
 ENGLISH LANGUAGE MALAY LANGUAGE
learning difficulties masalah pembelajaran
li nk hubungkaitkan
low motivated bermotivasi rendah
managing classroom mengurus bilik darjah
materials bahan bantu mengajar
meaning makna/pengertian/takrifan
measurement pengukuran
mentor pembimbing
moral practices amalan nitai-nilai murni
mutual respect hormat menghormati
1
National Philosophy of Education Falsafah Pendidikan Kebangsaan
nature of man fitrah manusia
needs keperluan
obstructing factor faktor penghalang
opportunity peluang

r pattern recognition pengamatan

perception penanggapan
s performance prestasi
Philosophy of Teacher Education Falsafah Pendidikan Guru
planning merancang
practise amal
problematic children murid bermasalah
pupil murid
questionaire soal selidik
rating pemeringkatan
reasoning taakulan
race ras
relevant authorities pihak-pihak tertentu
reduplication penggandaan
reinforcement pengukuhan
remedial teaching pengajaran pemulihan
remembering and forgetting i ngatan dan lupaan
restrictive culture budaya tersekat
 ENGLISH LANGUAGE MALAYLANGUAGE
scrutinised penelitian
peer sebaya
School Orientation Programme Rancangan Orientasi Sekolah
self-concept konsep kendiri
self-discipline disiplin kendiri
self-awareness kesedaran kendiri
self-paced-learning pembefajaran arah kendiri
set induction induksi set
skills kemahiran
social interaction interaksi sosial
sequence urutan
sincere iklas
student pelajar sekolah menengah
student teacher guru pelatih
strengthen perkukuh
set gubal
socio-drama lakonan
supplementary menu menu sampingan
task/assignment tugasan
teaching and learning pengajaran clan pembelajaran
tenets Berasaskan prinsip/kepercayaanfteori
Test Blue Print/Table of Specification Jadual Penentu Ujian
ti me allocation peruntukanmasa
testing pengujian
training package pukal latihan
understand faham
ultimate aim tujuan muktamad
upright l uhur
valid sah
validity kesahan
value nilai
virtue sifat murni