Latihan Dalam 

Perkhidmatan
January 21, 2008 Leave a comment Go to comments

Salah satu pendekatan pembangunan profesional guru yang popular di Malaysia ialah
Latihan Dalam perkhidmatan. Sehinggakan timbul kesalahfahaman guru bahawa itulah
saja kaedah yang ada dalam pembangunan profesional guru.

Latihan dalaman perkhidmatan guru sering kali dilaksanakan dengan pendekatan satu
dimensi, atas-bawah danperistiwa sekali sahaja seperti kursus dan bengkel. Pendekatan
tradisional dalam pembangunan profesional tersebut yang dianggap sebagai suatu pakej
pengetahuan yang dapat dipindahkan, untuk diagih-agihkan kepada guru-guru
dalam cebisan-cebisan kecil telah dikritik sebagai terpisah-pisah, tidak produktif, tidak
efisien, tiada kaitan dengan amalan guru, tidak melibatkan guru dan kekurangan tindak
susul.

Sebenarnya latihan dalam perkhidmatan dibina berorientasikan model defisit. Dalam

model defisit, program yang dirancang berasaskan andaian bahawa guru-guru serba
kekurangan dalam pengetahuan dan kemahiran tertentu. Oleh itu adalah menjadi
tanggungjawab pihak penganjur merangka latihan yang mereka anggap dapat mengatasi
kekurangan guru-guru berkenaan.

Aliran baru dalam pembangunan profesional guru telah berkembang dan dibina
berorientasikan model pertumbuhan. Dalam model pertumbuhan, pihak penganjur
berandaian bahawa guru-guru sebenarnya mempunyai potensi tertentu yang perlu digilap
dan dikembangkan. Oleh itu pihak penganjur bertanggungjawab mengenal pasti secara
langsung daripada guru tentang jenis dan kandungan pembangunan profesional yang
guru-guru berkenaan perlukan.

Oleh sebab itulah kaedah pembangunan profesional guru berorientasikan model

pertumbuhan lebih pelbagai dan tidak terhad dengan kaedah kursus dan bengkel sahaja.
Antara kaedah yang digunakan ialah Pembelajaran Arah-kendiri, Kajian Tindakan,
Pemerhatian-Penilaian dan yang lain-lain.Persoalannya, kenapakah pembangunan guru di
Malaysia terhad dengan kursus dan bengkel sahaja?
The role of vocational education and training in
developing social inclusion

Special issue call for papers from Education + Training

The City & Guilds Centre for Skills Development (CSD) invites researchers and
practitioners to submit papers for a Special Edition focusing on the role of education,
training and skills development in social inclusion. The Special Edition will be edited by
Kate Shoesmith and Kathleen Collett from CSD

About the City & Guilds Centre for Skills Development

The City & Guilds Centre for Skills Development (CSD) is a not-for-profit research and
development body focusing on policy and practice issues affecting vocational education
and training (VET) worldwide. It believes that skills are vital to achieving economic and
social prosperity for people, organisations and nations. CSD conducts and commissions
original research, seeks to share good practice and works with stakeholders to help turn
research findings into viable policy and practice solutions. It also conduct skills
development projects to put its research findings into practice.

The special issue

In 2008, the UN reported that globalisation is widening the gap between the rich and poor
internationally as well as within regions and countries. Income gaps are problematic in
various ways, not least in terms of social cohesion. Good quality education and training
programmes have the potential to provide the necessary skills that enable people to
participate more fully in changing, globalised economies. In particular, training can help
marginalised individuals and communities gain economically, thereby participating more
fully in economic and social life of society.

It is the role that training programmes, particularly vocational education and training, can
play in social inclusion agendas that papers in this issue of Education + Training will
seek to explore.

An open call for international papers will be issued asking for contributions under the
broad heading of ‘the role of training in promoting social inclusion’. As their starting
point, the papers may choose to examine these particular questions or present research on
the following themes:

• Can vocational education and training support social inclusion? 

• How accessible is vocational education in comparison to other types of education? 
How could it be made more accessible?
• What are the barriers to vocational education and training for marginalised groups?
• What evidence is there that vocational education and training improves the economic
prospects of marginalised individuals and communities?
• What needs to change about the way vocational education and training is delivered to
support access and progression, thereby leading to greater levels of social mobility?
• How does the issue of status affect young people’s chances of getting a job with a
vocational qualification?
• What evidence is there of education and training policy addressing the issue of social
exclusion?
• Is there evidence on which types of funding for vocational education and training better
address the needs of different communities.

Papers may choose to focus on particular communities or groups, for example but not
exclusive to, – ethnic minorities, religious groups, gender, disabled learners, individuals
with learning difficulties, different age groups, offenders and ex-offenders, class
structures within society. Papers that present research from developing country contexts,
or those with lessons learnt that are of value in such contexts, will be particularly
welcome.

Contributions from academics involved in research within this field and practitioners
involved in the design, management and delivery of skills development programmes with
impact on social inclusion are welcomed.

Next steps
We invite anyone interested in contributing to this Special Edition to contact the editors
with a statement of intent. This should be a short (150 – 200 word) outline of the
proposed paper, identifying the nature of the proposed paper (research paper, case study,
reflection on practice), and how it will contribute to the Special Edition. Please forward
the outline to kate.shoesmith@skillsdevelopment.org and
kathleen.collett@skillsdevelopment.org. 

Outlines must be received by 1 November 2010. Please address any queries to the same
e-mail addresses. The deadline for receipt of final papers is anticipated to be April 2011
with publication planned for September 2011.

Requirements for authors submitting papers to Education + Training can be found at

http://info.emeraldinsight.com/products/journals/author_guidelines.htm?id=et. Final
articles should not be longer than 5000 words.

 
The Guest Editors

Kathleen Collett
Senior Manager – Research
City & Guilds Centre for Skills Development

Prior to joining City & Guilds, Kathleen did research for a Ford Foundation-funded
project on structuring multi-stakeholder processes across UN agencies, and has also
participated in several community education projects in countries including South Africa
and Jamaica. Kathleen has an honours degree in Economics from Stellenbosch
University, South Africa, where she wrote her thesis on the differential impact of
education funding on different community groups. She also has a Masters in Politics from
Oxford University, and has authored two papers on community involvement in vocational
training. Kathleen co-authored CSD’s ‘Training for Rural Development’ report and was
responsible for the primary research in Ghana. Kathleen has been with CSD since March
2008.

Kate Shoesmith
Senior Manager – Policy & Practice
City & Guilds Centre for Skills Development

Kate Shoesmith leads on Policy & Practice at CSD and is responsible for the collection
and dissemination of research, intelligence and best practice in skills. Kate has worked in
vocational training for a decade, in areas such as qualifications development, standards
assessment and employer engagement. She was previously responsible for co-ordinating
and managing the Federation of Awarding Bodies, a trade association that works to lobby
the UK Government and its agencies on the vocational needs of practitioners, learners
and employers. She has been with the Centre for Skills Development since its launch.
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Record: 1
Title:
Crisis (hostage) negotiation training: A preliminary evaluation of program
efficacy.
Authors:
Van Hasselt, V. B.
Baker, M. T.
Romano, S. J.
et al.
Source:
Criminal Justice & Behavior; Feb2006, Vol. 33 Issue 1, p56, 13p
Document Type:
Article
Subject Terms:
HOSTAGE negotiations
EVALUATION
HOSTAGE taking
TRAINING
Abstract:
This study represents one of the first empirical investigations of the efficacy of
crisis (hostage) negotiation training. Forty-five special agents of the Federal
Bureau of Investigation (FBI) were assessed on a role-play test of crisis
negotiation skill before and after completing the FBI's 2-week National Crisis
Negotiation Course at the FBI Academy. This multiple-component, behaviorally
based program focuses on the training of active list skills (e.g., paraphrasing,
emotional labeling) and a number of other vital competencies requisite to
successful defusion and resolution of crisis situations. Results showed significant
pre-post differences on nearly all active listening skills for course participants.
Furthermore, attempts to problem solve, often detrimental in early phases of crisis
negotiation, decreased as related to training.
ISSN:
00938548
Accession Number:
23916834
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Record: 2
Title:
Dealing with school violence: The effect of school violence prevention training
on teachers' perceived self-efficacy in dealing with violent events
Authors:
Sela-Shayovitz, Revital1,2 ron15r@netvision.net.il
Source:
Teaching & Teacher Education; Nov2009, Vol. 25 Issue 8, p1061-1066, 6p
Document Type:
Article
Subject Terms:
SCHOOL violence -- Prevention
TEACHER effectiveness
SELF-efficacy in teachers
TEACHERS -- Training of
STUDENTS -- Crimes against -- Prevention
PSYCHOLOGY, Applied
Abstract:
This study deals with the relationship between school violence prevention training
and teachers' perceived self-efficacy in handling violent events. Three indicators
were used to examine teachers' self-efficacy: personal teaching efficacy (PTE),
teachers' efficacy in the school as an organisation (TESO), and teachers' outcome
efficacy (TOE). Data were obtained from an anonymous questionnaire
administered to 147 teachers. The findings revealed a significant correlation
between participation in school violence training and TOE, whereas training did
not correlate significantly with PTE and TESO. Teachers at elementary and junior
high schools reported higher levels of TOE in dealing with violence than high
school teachers. A significant relationship was found between teachers who
reported receiving high levels of support from the school and TOE in dealing with
violence. [Copyright &y& Elsevier]
 Copyright of Teaching & Teacher Education is the property of Pergamon Press -
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permission. However, users may print, download, or email articles for individual
use. This abstract may be abridged. No warranty is given about the accuracy of
the copy. Users should refer to the original published version of the material for
the full abstract. (Copyright applies to all Abstracts.)
Author Affiliations:
1
David Yellin Academic College, Jerusalem, Israel
2
Institute of Criminology, The Hebrew University of Jerusalem, Israel
ISSN:
0742051X
DOI:
10.1016/j.tate.2009.04.010
Accession Number:
44417147
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school violence: The effect of school violence prevention training on teachers'
perceived self-efficacy in dealing with violent events</A>
Database:
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Record: 3
Title:
Does a Gatekeeper Suicide Prevention Program Work in a School Setting?
Evaluating Training Outcome and Moderators of Effectiveness.
Authors:
Tompkins, Tanya L.1 tatompki@linfield.edu
Witt, Jody1
Abraibesh, Nadia1
Source:
Suicide & Life-Threatening Behavior; Dec2009, Vol. 39 Issue 6, p671-681, 11p,
4 Charts, 1 Graph
Document Type:
Article
Subject Terms:
SUICIDE -- Prevention
SELF-efficacy
SELF-help groups
MENTAL health services
 SELF-help techniques
PSYCHOLOGY
EMPLOYEES -- Counseling of
MENTAL health counseling
CRISIS intervention (Mental health services)
Abstract:
The current study sought to evaluate the suicide prevention gatekeeper training
program QPR (Question, Persuade, and Refer) among school personnel using a
non-equivalent control group design. Substantial gains were demonstrated from
pre- to post-test for attitudes, knowledge, and beliefs regarding suicide and
suicide prevention. Exploratory analyses revealed the possible moderating effects
of age, professional role, prior training, and recent contact with suicidal youth on
QPR participants' general knowledge, questioning, attitudes toward suicide and
suicide prevention, QPR quiz scores, and self-efficacy. The need for replication
using a more rigorous experimental design in the context of strong community
collaboration is discussed. [ABSTRACT FROM AUTHOR]
Copyright of Suicide & Life-Threatening Behavior is the property of Guilford
Publications Inc. and its content may not be copied or emailed to multiple sites or
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Author Affiliations:
1
Department of Psychology, Linfield College, McMinniville, Oregon
ISSN:
03630234
Accession Number:
48170273
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Gatekeeper Suicide Prevention Program Work in a School Setting? Evaluating
Training Outcome and Moderators of Effectiveness.</A>
Database:
Violence & Abuse Abstracts

Record: 4
Title:
Evaluation of a Health Care Provider Training Program to Identify and Help
Partner Violence Victims.
Authors:
 Hamberger, L. Kevin1,2
Guse, Clare1
Boerger, Jennifer3
Minsky, Debbie3
Pape, Deb3
Folsom, Christine4
Source:
Journal of Family Violence; Feb2004, Vol. 19 Issue 1, p1-11, 11p, 6 Charts
Document Type:
Article
Subject Terms:
FAMILY violence
SELF-efficacy
MEDICAL care
SOCIOLOGY
SOCIAL sciences
Author-Supplied Keywords:
domestic violence
health care
self-efficacy
training
Abstract:
This study tested four hypotheses about the impact of a 3-h domestic violence
training program with 752 health care providers on attitudes and values related to
screening and helping partner violence victims. Hypotheses 1, 2, and 3 were that
training would be related to: 1) increased self-efficacy to identify and help partner
violence victims, 2) increased endorsement of the role of health care providers
and settings for helping partner violence victims, and 3) increased comfort
making appropriate community referrals to help partner violence victims.
Hypothesis 4 was that training effects would be moderated by prior training and
by prior experience with helping a victim. Following training, health care
providers reported increased self-efficacy, increased comfort making appropriate
community referrals, and increased valuation of health care providers and the
health care system as having an important role in stopping domestic violence.
Hypothesis 4 was also supported. Prior training and/or experience with an abuse
victim predicted smaller changes in the dependent variables. These gains held at a
6-month follow-up. Implications for training curriculum design are discussed, in
addition to institutional policy implications for determining the benefits versus
costs of universal training, including staff who demonstrate prior training or
experience with battered victims. Study limitations and future research directions,
including the need to measure performance and policy compliance will also be
outlined. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Family Violence is the property of Springer Science &
Business Media B.V. and its content may not be copied or emailed to multiple
sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual
 use. This abstract may be abridged. No warranty is given about the accuracy of
the copy. Users should refer to the original published version of the material for
the full abstract. (Copyright applies to all Abstracts.)
Author Affiliations:
1
Department of Family and Community Medicine, Medical College of Wisconsin,
Milwaukee, Wisconsin
2
Racine Family Practice Center, P.O. Box 548, Racine, Wisconsin 53401-0548
3
All Saints Health Care Systems, Inc., Racine, Wisconsin
4
Women's Resource Center, Inc., Racine, Wisconsin
ISSN:
08857482
Accession Number:
11980153
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of a Health Care Provider Training Program to Identify and Help Partner Violence
Victims.</A>
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Violence & Abuse Abstracts
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Record: 5
Title:
Impact of Clinical Training on Violence Risk Assessment.
Authors:
McNiel, Dale E.1 dalem@lppi.ucsf.edu
Chamberlain, John R.1
Weaver, Christopher M.1
Hall, Stephen E.1
Fordwood, Samantha R.1
Binder, Renée L.1
Source:
American Journal of Psychiatry; Feb2008, Vol. 165 Issue 2, p195-200, 6p, 3
Charts
Document Type:
Article
Subject Terms:
DEPRESSIONS
RISK assessment
PSYCHIATRY
THERAPEUTICS
 VIOLENCE
ADULTERY
RISK management
MENTAL health
PSYCHIATRISTS
Abstract:
Mr. A, a 46-year-old man, requests evaluation of possible depression. He reports
stressors including marital separation, unemployment, and limitation of his visits
with his children. He has been tense, sad, angry, and unable to sleep, eat, or relax
and has had racing and occasionally suicidal and homicidal thoughts. He
expresses a desire to feel better and to reconcile with his wife. He previously has
been given a variety of medication regimens that he discontinued because of a
perceived lack of efficacy and intolerable side effects. He acknowledges a long
history of infidelity and domestic violence toward his wife. He assaulted one of
his parents as an adolescent and has been in physical fights with others as an
adolescent and an adult. He was unable to complete school because of his
behavior. He lives alone and spends his days surfing the Internet and pacing in his
home. He owns several guns. Mr. A is cooperative during the interview but
appears tense, frequently clenching his fists and sighing in an exasperated way.
His thoughts are organized in a linear and goal-directed manner. He denies
hallucinations, delusions, or current homicidal or suicidal ideation. This article
addresses whether training psychiatric residents and clinical psychology interns in
evidence-based risk assessment can enhance their documentation of assessment
and management of patients' risk of violence. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Psychiatry is the property of American
Psychiatric Publishing, Inc. and its content may not be copied or emailed to
multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual
use. This abstract may be abridged. No warranty is given about the accuracy of
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the full abstract. (Copyright applies to all Abstracts.)
Author Affiliations:
1
Department of Psychiatry, University of California, San Francisco
ISSN:
0002953X
DOI:
10.1176/appi.ajp.2007.06081396
Accession Number:
29986057
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Clinical Training on Violence Risk Assessment.</A>
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Record: 6
Title:
PEERS: The Prostitutes' Empowerment, Education and Resource Society.
Authors:
Rabinovitch, Jannit jrabinovitch@shaw.ca
Source:
Journal of Trauma Practice; 2003, Vol. 2 Issue 3/4, p239-253, 15p, 1 Chart
Document Type:
Article
Subject Terms:
SELF-efficacy
PROSTITUTES
PROSTITUTION
Geographic Terms:
VICTORIA (B.C.)
BRITISH Columbia
Abstract:
This paper describes the philosophy of PEERS (Prostitutes' Empowerment,
Education and Resource Society) in Victoria, British Columbia, Canada. PEERS
was developed, managed, and staffed by prostitution survivors. PEERS' programs
are culturally relevant, responding to the disproportionately high participation of
Aboriginal women and youth in prostitution in Canada. PEERS offers services to
those in the sex trade regardless of whether they wish to leave or stay in
prostitution. Eighty-six percent of the people who use PEERS services eventually
leave the sex trade and move on to further training, education or other
employment. The paper further discusses the need for community liaisons, and
the triumph as well as the stress of public disclosure of prostitution in one's life.
[ABSTRACT FROM PUBLISHER]
Copyright of Journal of Trauma Practice is the property of Taylor & Francis Ltd
and its content may not be copied or emailed to multiple sites or posted to a
listserv without the copyright holder's express written permission. However, users
may print, download, or email articles for individual use. This abstract may be
abridged. No warranty is given about the accuracy of the copy. Users should
refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
ISSN:
15362922
Accession Number:
27652572
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Prostitutes' Empowerment, Education and Resource Society.</A>
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Record: 7
Title:
Self-Efficacy in a New Training Model for the Prevention of Bullying in Schools.
Authors:
Howard, Natasha M.1
Horne, Arthur M.2
Jolliff, David3
Source:
Journal of Emotional Abuse; 2001, Vol. 2 Issue 2/3, p181-191, 11p, 2 Charts
Document Type:
Article
Subject Terms:
BULLYING in schools
BULLYING
SCHOOL environment
TEACHERS -- Training of
MIDDLE schools
FORT Wayne (Ind.)
Geographic Terms:
INDIANA
UNITED States
Author-Supplied Keywords:
bullying
teacher efficacy
Teacher training
Abstract:
The present study examined the effectiveness of an intervention program designed
to increase teachers' knowledge and use of effective intervention skills for
decreasing bullying in middle schools. The project is a replication of a program
created at the University of Georgia and piloted in Athens. The Bullybusting: A
Psychoeducational Program for Helping Bullies and Their Victims program was
evaluated to determine its impact on the rate of reported aggressive behavior as
well as teachers' perceived efficacy in intervening in bullying situations. Research
participants (N = 11) were sixth grade teachers employed at a public middle
school in Fort Wayne, Indiana; the program was included as a component of the
staff development training. The effectiveness of the psychoeducational program
 was assessed by comparing pre- and post-test scores on the Teacher Efficacy and
Attribution Measure (TEAM) and the Teacher Inventory of Skills and Knowledge
(TISK). Repeated measures and chi-square analyses were employed to test four
research hypotheses. Results indicate that the intervention program is effective in
increasing teachers' knowledge of bullying intervention skills, teachers' use of
bullying intervention skills, and teachers' general sense of self-efficacy in working
with students, and reducing the rate of bullying incidents. [ABSTRACT FROM
AUTHOR]
Copyright of Journal of Emotional Abuse is the property of Taylor & Francis Ltd
and its content may not be copied or emailed to multiple sites or posted to a
listserv without the copyright holder's express written permission. However, users
may print, download, or email articles for individual use. This abstract may be
abridged. No warranty is given about the accuracy of the copy. Users should
refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
Author Affiliations:
1
University of Georgia
2
The University of Georgia
3
Phoenix Associates, Fort Wayne, Indiana
ISSN:
10926798
Accession Number:
9667957
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in a New Training Model for the Prevention of Bullying in Schools.</A>
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Record: 8
Title:
The Nature and Usefulness of Qualitative Social Work Research.
Authors:
Gilgun, Jane F.1
Abrams, Laura S.1
Source:
Qualitative Social Work; Mar2002, Vol. 1 Issue 1, p39-55, 17p
Document Type:
Article
Subject Terms:
 SOCIAL service
QUALITATIVE research
SOCIAL justice
SELF-efficacy
FEMINISM
SOCIAL workers
Author-Supplied Keywords:
emancipatory research
qualitative research
qualitative social work research
social work values.
Abstract:
In this commentary, the authors respond to challenges that Denzin's article poses.
(See Denzin, this issue.) We draw upon our own experiences as qualitative social
work researchers to reflect upon several issues, such as personal connections with
research participants; the match between qualitative approaches and the
complexities of practice; the roles of values such as social justice and
empowerment the centrality of theories; and the benefits of methodological
pluralism. We agree with Denzin that social work has applied feminist,
emancipatory, and culturally-based pluralistic values and frames of reference and
that qualitative research can implement these values. To fully realize what
qualitative approaches offer, however, members of the discipline must contend
with obstacles related to opportunities for graduate training and for funding of
qualitative research. We invite social workers and friends of social work to
engage in dialogue about the nature and usefulness of qualitative research to
social work. [ABSTRACT FROM AUTHOR]
Copyright of Qualitative Social Work is the property of Sage Publications, Ltd.
and its content may not be copied or emailed to multiple sites or posted to a
listserv without the copyright holder's express written permission. However, users
may print, download, or email articles for individual use. This abstract may be
abridged. No warranty is given about the accuracy of the copy. Users should
refer to the original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)
Author Affiliations:
1
University of Minnesota, USA.
ISSN:
14733250
Accession Number:
15325256
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Database:
Violence & Abuse Abstracts

Record: 9
Title:
Therapeutic Community Counselors: The Effects of Training and Personal
Substance Abuase History on Job Stress and Professional Efficacy.
Authors:
Capps, Elizabeth1
Myers, Bryan2
Helms, Jeffrey L.3
Source:
Journal of Forensic Psychology Practice; 2004, Vol. 4 Issue 3, p31-49, 19p, 4
Graphs
Document Type:
Article
Subject Terms:
COUNSELORS
PSYCHOTHERAPISTS
MENTAL health facilities
EMPLOYEE assistance programs
PERSONALITY disorders
SURVEYS
Author-Supplied Keywords:
job stress
job training
substance abuse treatment
Therapeutic communities
Abstract:
Presents the results of a survey of counselors working in an in-prison therapeutic
community. Categorization of the participants according to previous personal
history with substance abuse; Indication of the interaction of prior training with
history of substance abuse; Reduction of both duty-related and interpersonal stress
for counselors with a history of substance abuse.
Author Affiliations:
1
Miami Children's Hospital
2
Assistant Professor, Psychology at the University of North Carolina at
Wilmington
3
Assistant Professor, Psychology Department at Kennesaw State University
ISSN:
15228932
DOI:
10.1300/J158v04n03_02
Accession Number:
 14533058
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History on Job Stress and Professional Efficacy.</A>
Database:
Violence & Abuse Abstracts

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