PENDIDIKAN GURU PROFESIONAL: CABARAN MASA HADAPAN

(THE TRAINING OF TEACHING PROFESSIONALS:

CHALLENGES OF THE FUTURE)

AMINAH AYOB, UPSI

SCIENCE & MATHEMATICS EDUCATION WORKSHOP FOR STAKEHOLDERS anjuran Akademi Sains Malaysia 1-2 Februari 2010

KANDUNGAN
1. CIRI-CIRI GENERASI KINI
(CHARACTERISTICS OF TODAYS GENERATION)

2. 3. 4. 5. 6.

LATIHAN PERGURUAN (INITIAL TEACHER DEVELOPMENT) ATRIBUT GURU (SMT) PROFESIONAL ISU DAN CABARAN GURU MASA KINI CABARAN DALAM PENDIDIKAN GURU MISI NEGARA & GLOBAL, MATLAMAT JANGKA PANJANG NEGARA 7. CABARAN GURU (SMT) MASA HADAPAN 8. CADANGAN KEPADA STAKEHOLDERS 9. PENUTUP

1. CIRI-CIRI GENERASI MASA KINI

GENERASI Y
The MILLENNIAL GENERATION
The Baby Boomers = people born 1945 1961 Generation X = people born 1962 1986 Generation Y = people born 1987 2006 2007-2011 = Generation Ben10?

A caricaturist explains it eloquently below

This millennium generation or baby-boom offspring, they grow up during the MTV era, love everything digital, an extremely diverse group, they exercise their financial power early, with a lot of buying power, advertisers are naturally attracted to them

Generation Y / GEN Y
Members of Gen Y are currently ages 2 - 26. Today they represent about 15 percent of the the workforce, and by 2012, that number will increase to more than twice that size. The most technologically savvy of all generations, they possess multi-tasking skills that many of us only wish we had. This generation has very different expectations and preferences when it comes to employment and how they want to be managed. They volunteer in the community (through online campaigns), change work many times, and start their own businesses as early as age 10.

GEN Y

THE WAY THEY TALK.

blog.sironaconsulting.com/.a/6a00d8341c761a5

Blunt use of words (in American setting): Girls talking I got three letters so far sent to my mum saying I have got to stop calling Mr XXXXX (a teacher) a loser. Mum told me to stop saying it, but it won't stop me, 'cos he is a total loser!" (in reply) That's nothing I have already had a detention for calling Miss YYYY (a teacher) and twat and an idiot" "whatever......I have been done five times for being late" "My mum and dad have already had to go down to the school, because I don't do any of my homework on time" .I have told them they are making me work too hard!" I got sent out of English class last week for calling Leanne a ******* bitch 'cos she got an answer right". "I hate her anyway 'cos she's a right know-it-all anyway" "I have been told that I have a real attitude to teachers in lessons, and if I don't sort it out then I will be given detentions...............w-h-a-t-e-v-e-r, I don't give a **** anyway" While these may be on the amusing side, they do show that society is changing fast, and words like respect are becoming less important to the gen Y'ers.

PERANCANGAN SUMBER MANUSIA NEGARA

MISI NASIONAL & WAWASAN 2020

WAWASAN 2020
We need ....adequate supply of professional, technical, skilled, manegerial and research manpower RMK-9 (2006-2010): ...memperkukuhkan sumber manusia S&T, & membangunkan STI Pelan Induk Pelan Induk Pembangunan Pendidikan Negara (PIPP) 2006-2010 Pelan Induk Pelan Induk K-Ekonomi Negara Pelan Induk Perindustrian Ke-3 (IMP3) Dasar S&T, I-Ekonomi, Creative Industries, .... MODAL INSAN mampu berfikir secara kritis & kreatif

2. PENDIDIKAN GURU KINI

(INITIAL TEACHER DEVELOPMENT)

Ada 12 Fakulti Pendidikan di IPTA , 1 universiti (UPSI) dan 27 Institut Pendidikan Guru Malaysia (IPGM) Semua Pensyarah berkelayakan akademik tinggi, sekurang-kurangnya ada Masters degree. Ramai Profesor, Prof. Madya, Pensyarah Kanan dan PhDs Kebanyakan FP ada Sijil ISO, pengiktirafan MQA, selalu disemak semula;
Kini di sekolah menengah 100% Guru Siswazah, majoriti Pengetua ada Masters atau PhD Kini di Sekolah Rendah 35% Guru Siswazah, majoriti Guru Besar ada ijazah pertama Kini SEMUA guru telah diberi Latihan Profesional (CPD)

2. PENDIDIKAN GURU MASA KINI

Di UPSI 32 program B.Ed (subject major + minor) 4 program BA atau BSc dengan Pendidikan Kurikulum 136-140 kredit, 4 tahun
30% Teras Pendidikan 52% Subject Major (content knowledge) 12% Subject Minor (content knowledge) 6% Kursus Universiti dan KoK Kemahiran Insaniah (Soft Skills) diterap dalam semua kursus dan diukur

Di UPSI
Class ratio: 1:20 Pensyarah Pendidikan: Foundation dan Pedagogy + Latihan Mengajar Pensyarah bidang content Fakulti berasingan Kokurikulum wajib 6 kredit: 3 bidang (uniform, sukan dan persatuan) 2 kali ROS (Sem 3,5) + 1 kali LM/+LI (Sem 8) Konsep latihan bercorak klinikal (tak begitu berhasil)

BAGAIMANA GURU UPSI MENGHADAPI CABARAN

Lawatan Menteri 28/10/09

15

Kualiti guru pelatih

Kemasukan: Merit + Ujian MEdSI, Temuduga, Ujian khas/ bakat Merit tinggi + syarat khas program KURSUS 138 KREDIT 4 TAHUN Program Orientasi sebagai Guru berterusan Sambutan Hari Guru, Hari Kanak-kanak Sedunia, Hari Hak Asasi Manusia, Hari-hari antarabangsadll. Sentiasa behubung dengan sekolah, jalani khidmat masyarakat di sekolah/ kawasan luar bandar dengan pelajar-pelajar sekolah, dalam dan luar negara Program pertukaran pelajar, dalam dan luar negara Kerja kursus & penyelidikan berasaskan sekolah, Kajian Tindakan Aktiviti keilmuan tentang profesion keguruan , ceramah, semangat cintakan negara, program patriotik, bulan membaca, debat, wacana, Hari Sukan, Hari KoK, Hari Besama Pemimpin, Kursus Bina Insan, Etika profesion dan Disiplin pakaian Pendedahan global global community services, global exposure, dan networking

GURU UPSI GURU MASA HADAPAN

MINAT MENJADI GURU SANGAT TINGGI PNGK >>> 3.0 KE ATAS (90%) (syarat KPM-2.75) LATAR BELAKANG MIDDLE AND LOWER INCOME GROUP LANTANG BERSUARA, BERANI KE HADAPAN, MEMPUNYAI PEMIKIRAN SENDIRI, VERY STRONG COHESIVE GROUPS, NETWORKING YANG KUKUH, CARE AND AWARE CAN ORGANIZE OWN ACTIVITIES TIDAK MENENTANG, TETAPI KRITIKAL

Challenges of Globalization, Technological Development, and Education for Sustainable Development in Malaysia
Embracing high-tech/high touch world18 Impact of changing world economy Strategic Planning Centralization to Decentralization Hierarchical arrangements to networking Institutional help to self-help Participatory Democracy within schools Either/ or thinking to multiple options Demographic shifts People First, Performance Now! 1 Malaysia Concept
(adapted from Ratnalingan, 2009)

Changing Role of The Teacher

Restricted Professional Curriculum Implementer Purveyor of information Local Context Specific Focus on Subject Global Generalization Focus on Students Extended Professional Reflective Practitioner Facilitator of Thinking

Changing Role of The Teacher

Adopt (Mindless) Adapt (LOTS) Create (HOTS)

Teacher Professionalism:

A Public Trust

3. ATRIBUT GURU PROFESIONAL

Standard Guru Malaysia

5. STANDARD GURU MALAYSIA & HIGH

PERFORMANCE SCHOOLS
SGM Senarai Kompetensi Guru Malaysia
Nilai Profesionalisme (Domain diri, profesion, sosial)
Pengetahuan dan Kefahaman (ilmu pendidikan, ilmu bidang, kurikulum & kokurikulum, ICT, FPN) Kemahiran Pengajaran & Pembelajaran (Perancangan, Kaedah mengajar, Penilaian dan pengurusan kelas)

HPS Sekolah Prestasi Tinggi

20 buah Pencapaian akademik dan kokurikulum TINGGI Pengetua/Guru Besar diberi lebih autonomi Insentif yang sangat baik kepada sekolah Menjadi sekolah contoh

4. CABARAN GURU MASA KINI dan MASA HADAPAN

CABARAN GURU KINI

Tidak mencapai 3M Masalah sosial, disiplin
TIDAK MINAT BELAJAR

Tiada jati diri/tidak yakin Sikap negatif, lemah Benci sekolah/peraturan Tidak mahu mencuba untuk belajar Sukatan padat, pengetahuan tinggi Beban tugas berat Tanggungjawab berat

PROBLEMS IN SCHOOLS CABARAN GURU

DISIPLIN, MINAT BELAJAR, BEBAN BELAJAR

CABARAN GURU MASA HADAPAN

STUDENT NEEDS . PARENTS EXPECTATIONS CRITICAL COMMUNITY.. MALAYSIAS FUTURE HUMAN CAPITAL, ECONOMY, NKRA, . GLOBAL PROBLEMS AND TRENDS SECOND DECADE OF THE MILLENNIAL GENERATION ..

5. ISU & CABARAN DALAM PENDIDIKAN GURU

Today's Teachers Still Use "Old School" Methods Konsep mengajar belum berubah Kurikulum berubah, DASAR bertukar (PPSMI) Hubungan dan kolaborasi KPM dan IPTA Halatuju dan perancangan masa depan tidak jelas, tidak selaras Perancangan Negara atau kepentingan politik?

KEPERCAYAAN DAN NILAI GURU PELATIH DALAM PENDIDIKAN SAINS/MATEMATIK?

Persepsi Guru Pelatih Sains dan Matematik tentang mengajar (Aminah, UPSI, 2009): Pakaian kemas, sebagai role model Perlu ada ilmu yang mencukupi (untuk boleh mengajar dengan baik) Perlu kuasai kaedah mengajar (Kursus pedagogi) Perlu mengetahui cara menulis Rancangan Pengajaran Perlu tahu motivasi pelajar Perlu menyampaikan ilmu kepada pelajar Mengajar adalah proses menyampaikan ilmu kepada seseorang tidak kira mereka faham atau tidak. Mengajar tidak sama dengan mendidik - mendidik juga perlu menyampaikan ilmu, tetapi berterusan sehingga mereka faham. Mengajar ialah proses menyampaikan ilmu kepada orang lain dengan iklas, tanpa penat lelah, bersungguh-sungguh dan amanah Mengajar ialah menyampaikan ilmu yang kita tahu kepada seseorang yang kurang mahir dengan cara yang tersendiri

Persepsi tentang Belajar

Persepsi tentang belajar (Aminah, UPSI, 2009):
Proses menimba ilmu tidak kira daripada mana dan perlu dari sumber yang dipercayai. Proses menerima ilmu, mengamalkannya untuk menjadikan ilmu itu bermakna Belajar ialah mendalami, mengkaji dan menggunakan ilmu yang telah disampaikan oleh guru (orang yanglebih berilmu) Proses menambah ilmu pengetahuan daripada guru, buku, internet dan persekitaran Proses mendapatkan ilmu tidak kira dari mana datau ilmu-ilmu lain, proses ini tidka mengira siapa yang mengajar, secara formal atau tidak formal atau melalui pengalaman sendiri.

Persepsi Guru Pelatih tentang nilai yang boleh diajar dalam kelas sains/matematik
NILAI

Sains (n=18) 15 12 16 10 13 18 16 18 7 18 (83%) (67%) (89%) (56%) (72%) (100%) (89%) (100%) (39%) (100%)

Mat (N=22) 20 19 19 2 8 (91%) (86%) (86%) (9%) (36%)

Semua (n=40) 35 31 (87.5%) (77.5%)

1 2 3 4 5 6 7 8 9 10

Kasih sayang Hormat Jujur Empati/simpati Benar Yakin diri Gembira Ingin tahu Demokrasi Meneroka/menjelajah

35 (87.5%) 12 (30%) 21 (52.5%) 40 (100%) 21 (52.5%) 40 (100%) 10 (25%) 38 (95%)

22 (100%) 5 (23%) 22 (100%) 3 (14%) 20 (91%)

Con...

Persepsi Guru Pelatih Tentang nilai yang boleh diajar dalam kelas sains/matematik
NILAI

Sains (n=18)

Mat (N=22)

Semua (n=40)

11
12 13 14 15 16 17 18

Menghargai keindahan
Berdisiplin Jenaka Kreatif Berfikiran bebas Berfikiran terbuka Suka berbahas Berkomunikasi

16
16 10 18 9 18 10 18

(89%)
(89%) (56%) (100%) (50%) (100%) (56%) (100%)

8
20 14 20 5 17 2

(36%)
(91%) (64%) (91%) (23%) (77%) (9%)

14 (35%)
36 (90%) 24 38 (60%) (95%)

14 (35%) 35 (87.5%) 12 (30%) 39 (97.5%)

21 (95%)

KEPERCAYAAN GURU PELATIH TENTANG SEKOLAH

Persepsi guru pelatih tentang sekolah, pengajaran, pelajar dsb dibina daripada hearsay (rumor) sekolah itu bagus/tak bagus, teruk, masalah disiplin, dsb. Mereka membina kepercayaan/nilai sendiri sebelum pergi ke sekolah Bila sampai ke sekolah, mereka diberitahu oleh guru - kelas itu begitu/begini, pelajar-pelajar baik/tak baik/jangan beri muka dsb Sukatan pelajaran perlu dihabiskan Pengajaran sains mesti melibatkan kerja amali dalam makmal Amalan guru pelatih sama seperti apa yang mereka percaya sbelum menjalani LM guru adalah untuk mengajar, menyampaikan ilmu, guru membantu pelajar, guru menyediakan semua untuk pelajar, Guru pelatih mengajar sama seperti guru terlatih, cuma masih kurang keyakinan diri dan lebih mesra dan berlembut dengan pelajar. Pegangan nilai mereka sama seperti guru-guru lain di sekolah mereka menyerap budaya sekolah, maka tiada kesan dari kursus atau latihan yang diterima di universiti

Nilai Guru Pelatih dalam kelas

Mereka mengajar fokus kepada konten (S & M) Mengajar sama seperti memberi kuliah, beri tugasan/kerja rumah, buat praktikal sains eksperimen dalam kumpulan besar, sukar memastikan sekiranya nilai tabii sains diterapkan eksperimen tidak dapat menerapkan sifat tabii sains, penyelesaian matematik tidak berjaya menerapkan nilai tabii matematik Eksperimen sains adalah untuk pastikan selesai dan dapat keputusan untuk dicatat dalam buku laporan amali keputusan adalah untuk bukti teori Guru pelatih hilang dalam kesedarannya untuk memastikan RP dipatuhi, terlalu berwaspada terhadap tingkahlaku murid, kurang keyakinan diri;

 MELATIH GURU MESTI SEPERTI MELATIH DOKTOR, ENGINEER 90% ILMU YANG MENDALAMDAN KEMAHIRAN MESTI DIKUASAI CLINICAL EXPERIENCE PENTING MEMBINA SIKAP & KEPERCAYAAN YANG BETUL HABIT OF MIND - SANGAT PENTING GURU MESTI MEMPUNYAI PERSONALITI /KUALITI YANG BETUL

AKAUNTABILITI KEPADA NEGARA - MEMBINA GENERASI MASA HADAPAN

Training of teachers should be like the training of doctors: The practical/hands-on

INNOVATION IN PEDAGOGY USE PBL METHOD

PBL WORKSHOP FOR ALL LECTURERS AT UPSI. NOW WE HAVE TRAINED 40% OF THE STAFF.
Lawatan Menteri 28/10/09 39

THE CONSULTANTS: VISITING PROFFESSOR FROM SAMFORD UNIVERSITY, USA AND EXPERT FROM SPORE POLYTECH.

TANGGUNGJAWAB PENDIDIK GURU (PENSYARAH)

Fokus kepada pembelajaran, bukan pengajaran Kaedah kuliah perlu dikurangkan: Adakan tutorial Jika kursus 3 kredit: 2jam kuliah + 1 jam tutorial Atau 1 jam kuliah + 2 jam tutorial Interaksi dalam kumpulan kecil sangat penting untuk membina kemahiran-kemahiran berkomunikasi, kerja pasukan, kepimpinan dan kemahiran sosial, Nisbah pensyarah:pelajar 1:6, bidang perubatan 1:4 orang

PENILAIAN PEMBELAJARAN SANGAT PERLU DITINGKATKAN

PENGUASAAN CONTENT SANGAT PENTING PCK DAN TPCK MESTI MANTAP PROJEK RMK-10: THINKING TEACHERS PROJECT

MEMASTIKAN SETIAP GURU (UPSI) BERUPAYA MENGENDALIKAN P&P DI SEKOLAH DENGAN BAIK
Lawatan Menteri 28/10/09 42

6. MATLAMAT MASA DEPAN NEGARA & GLOBAL

Misi Negara

This is an Era of Creative Economy

To be successful, creativity is the key

The convergence of creativity, innovation and business >> Creative Economy (Florida, 2004) Creative Economy champions creativity in all its forms and translates it into valuable assets for increased returns >> Creative Industries. Creativity & Innovation is now driving the new economy. So, we need to produce graduants that meet the need for Creative Economy

Worlds most creative and innovative countries

1. Sweden .808 2. Japan .766 3. Finland .684 4. USA .666 5. Switzerland .637 6. Denmark .613 7. Iceland .612 8. Netherlands .611 9. Germany .577 10. Germany .577
US remains top Of Global Innovation Index rankings, India ranked 41

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Canada .548 Australia .528 Belgium .526 Israel .525 UK .517 South Korea .465 France .462 New Zealand .459 Austria .438 Ireland .414

'Talent, technology and tolerance' key to attracting creative workers

Ucapan YAB Perdana Menteri (10/11/09) pada Mesyuarat Majlis Pelaksanaan MSC Malaysia: Malaysia perlu bergerak pantas dalam menwujudkan lebih ramai tenaga kerja ICT terlatih dan mempunyai pelbagai kemahiran supaya setanding dengan mana-mana negara yang mempunyai sektor ITC terbaik di dunia Ketua Eksekutif MDeC: MAC3 untuk melahirkan lebih ramai pencipta isi kandungan kreatif . Membangunkan bakat serta menawarkan pembiayaan
(MAC3 Pusat Perisian Kreatif Animasi Malaysia)

TRANSFORMASI PENDIDIKAN SMT

WALT DISNEY:
19371941: The Golden Age of Animation PRODUCES Snow White and the Seven Dwarfs, cartoon series, Popeye the Sailor, than Mickey Mouse.

SpongeBob SquarePants
An American animated television series. in the underwater city "Bikini Bottom. Creator Stephen Hillenburg initially conceived SpongeBob SquarePants in 1984, while he was teaching and studying marine biology. Hillenburg became fascinated in animation, and wrote a comic book entitled The Intertidal Zone starring various anthropomorphic forms of sea life, many of which would evolve into SpongBob SquarePants characters. In 1987, Hillenburg left the institute to pursue his dream of becoming an animator. Later on in 1992, Hillenburg began to attend the California Institute of the Arts to study animation, where he made his thesis film entitled Wormholes.

James Camaron

Upin Ipin Geng Pengembaraan Bermula 2009 Duasatu.com.

 SUMBER MANUSIA MASA HADAPAN MESTILAH KREATIF, BOLEH MEREKACIPTA, DAN PRODUKTIF

BOLEH BERSAING DARI SEGI IDEA UNTUK MENGHASILKAN CIPTAAN-CIPTAAN BARU.

S&T adalah untuk wealth creation, and the source of wealth creation is innovation (p.274). The mechanism of wealth creation is competition. To sustain wealth creation, nation must have the ability to meet increasingly sophisticated consumer requirements.

PENDIDIKAN SAINS & MATEMATIK

SAINS RENDAH, MATEMATIK RENDAH SAINS TERAS, MATEMATIK SAINS TULEN (Fizik, Kimia, Biologi), MATEMATIK MODEN Matematik Tambahan, Sains Tambahan, ICT. ELEKTIF TEKNOLOGI: Reka Cipta, Grafik Berkomputer, Produksi Multimedia, Mechanical Engineering Studies, Engineering Drawing, Electrical & Electronic Engineering, Kejenteraan Pertanian, Teknologi Pejabat Perniagaan, Teknologi Binaan, dll 93 mata pelajaran elektif dan teknikal

DASAR SUDAH ADA

Introduction (Fizik, 2004): Malaysia needs to create a society that is scientifically oriented, progressive, knowledgeable, having a high capacity for change, forward looking, innovative and a contributor to scientific and technological developments in the future, dan science education in Malaysia nurtures a science and technology culture by focusing on the development of individuals who are competitive, dynamic, robust, and resilient, and able to master scientific knowledge and technology competency

OBJEKTIF KURIKULUM BIOLOGI JELAS

Eg: .to provide students with knowledge and skills in BIOLOGY and Technology and enable them to solve problems and make decisions in everyday lives based on scientific attitude and noble values. OBJEKTIF MATA PELAJARAN BIOLOGI:

To make students understand the development in the field of Biology and Technology, to acquire scientific and thinking skills, to apply knowledge and skills in a creative and critical manner, to solve problems and make decisions, to face challenges in scientific and technological world and be willing to contribute towards the development of science and technology

INOVASI DALAM PENGAJARAN & PEMBELAJARAN

P&P MESTI MENEKANKAN KAEDAH PEMBELAJARAN AKTIF

YANG MELIBATKAN PELAJAR SEMAKSIMUM MUNGKIN

GUNA KAEDAH PBL, PROJEK, KAJIAN KES, PENULISAN KREATIF, DAN LAIN-LAIN SEMUA KAEDAH MESTI DISOKONG DENGAN TEKNOLOGI PENILAIAN MESTILAH MENGUKUR HOTS GRADUAN UPSI MESTI MEMPUNYAI KUALITI YANG TINGGI

EXPERIENTIAL LEARNING
Emphasize on experience grounded in students experiences as a continuing process. Some experiential methods: case studies, role play, simulations, internships. PROJECT-BASED, INQUIRY-BASED, EXPERIMENTS, EXPLORATION, RESEARCH.

EXPERIENTIAL LEARNING

Emphasise on students doing projects

SINGAPORE EXPERIENCE SCIENCE, MATHS & TECHNOLOGY COMPETITIONS SCIENCE FAIR EXHIBITION OF STUDENTS INVENTIONS

The role of the teacher has changed

Teachers are now expected to model and foster in their students a wide range of skills:
critical thinking, self-regulated learning, knowledge of self and others and lifelong learning.

These changes have a significant impact on the design of pre-service teacher education programmes University Teacher Educators must re-evaluate their curricula and emphasise more on realistic pedagogical skills. These skills should be based on the philosophy of inquiry.

7 - MELANGKAH KE HADAPAN DALAM PENDIDIKAN GURU S&T - melahirkan sumber

manusia yang dapat menjayakan ekonomi K-I-C

S&T for All kaedah aktif - INKUIRI menekankan KREATIVITI

ATRIBUT GURU PROFESIONAL

Perlu mempunyai ilmu yang tinggi falsafah / PEGANGAN TENTANG PENGAJARAN yang betul Perlu ada kemahiran/kompetensi yang berkaitan (jika kita hendak orang lain lakukan sesuatu, kita sendiri mestilah tahu melakukannya terlebih dahulu) Ada pengalaman tentang realiti sistem pendidikan/ sekolah/ kolej komuniti, dll Sikap, budi pekerti, akhlak yang baik contoh/ role model Beretika dan memahami bidang profesionnya

1. Knowledge in Core Subjects (basic academic contents includes Global Awareness, Financial, Economic, Business & Entrepreneurial Literacy, Civic Literacy, Health Literacy) 2. Learning and Innovation skills (creativity and
innovation, critical thinking and problem solving, Communication & Collaboration skills)

3. Information, Media and Technology Skills

(Information Literacy, Media Literacy, ICT Literacy skills) 4. Life and Career Skills (Initiative & Self-Direction, Flexibility & Adaptability, Social & Accountability, Leadership & Responsibility)

The skill highlights are:

Creativity and innovation skills Critical thinking and problem solving skills Communication and collaboration skills (teamwork skills) Information, Technology & Media skills Life & Work skills

Soft skills (KEMAHIRAN INSANIAH)

EDUCATION FOR HRD

There is a need for school to focus on creativity, enterprise and good soft skills Teaching and learning has to change more facilitative learning rather than rote learning Innovation should be embedded across the curriculum and into the school culture Innovative individuals should be guided and appreciated feel confidence They should learn social & emotional skills, moral values, ethics and communication skills

Creative advertizing
Leaflet Design

Brochure
Design service Catalogue Design Catalogue Design service Alibaba.com enabes us to purchase high-quality low-cost products

Booklet Design

Equally important components in the HCD:

1. CULTURAL CAPITAL habits, assumptions, emotional dispositions and
linguistic capacities 2. SOCIAL CAPITAL- knowing how to behave in groups and within institutions, or knowing the basic rules of politeness interpersonal skills 3. MORAL CAPITAL- ability to be trustworthy. 4. COGNITIVE CAPITAL cognitive skills, thinking skills 5. ASPIRATIONAL CAPITAL - the fire-in-the-belly ambition to achieve.

PENEKANAN DALAM TE
CLINICAL EXPERIENCE MELATIH GURU SEUMPAMA MELATIH SEORANG DOKTOR, ENGINEER 90% ILMU DAN KECEKAPAN MEMPERBETULKAN SIKAP DAN KEPERCAYAAN GURU TENTANG PENDIDIKAN DAN MURID PENDIDIKAN MESTI BENARKAN KREATIVITI

8. CADANGAN KEPADA STAKEHOLDERS

3 overarching domains: Knowledge of learners and their development in social contexts; Knowledge of subject matter and curriculum goals; and Knowledge of teaching and teacher education. NAEd Committee on Teacher Education have been published in 2005

MENAMBAHBAIK PENDIDIKAN SMT UNTUK MENLONJAKKAN INOVASI & KREATIVITI

Kurangkan isi kandungan kurikulum SMT. SMT hendaklah engaging dan challenging Guna Kaedah Pembelajaran aktif - hands-on, learning by doing & visual learning Tukar konsep mengajar kepada BELAJAR Benarkan pelajar menerokai /mengeksperimen alam fantasi minda Ubah cara penilaian/peperiksaan SMT kurangkan penumpuan fakta semata-mata Tambah peluang mengguna INTERNET Adakan lebih kerap aktiviti-aktiviti pertandingan SMT

9. PENUTUP
Jika setiap GURU SMT mampu meningkatkan pencapaian pelajarnya dalam SMT, maka lebih ramai pelajar yang akan berminat belajara SMT, maka tenaga manusia SMT masa hadapan terjamin; Jika guru dapat semaikan keyakinan dalam diri pelajar bahawa SMT adalah bidang yang penting dan menarik maka kita telah melangkah ke arah masyarakat celik SMT dan K&I-ekonomi; Jika setiap 6 daripada 10 pelajar meminati SMT maka yakinlah kita mampu menjadi negara maju dan negara pencipta teknologi.

Education is not the filling of a pail, but the lighting of a fire

W.B. Yeats

TERIMA KASIH
Lawatan Menteri 28/10/09 81