Prepared by :

NUR KHAIRUNNISA BINTI IBRAHIM (DCE202002)

JAIDA KAISAH MAISARAH BINTI MUSTAPHA KAMAR (DCE202004)
SITI NURATIQQAH BINTI HAIROL AZMI (DCE202012)
ZAHRATUL MURSALYNN BINTI OMAR (DCE202013)
 TABLE OF CONTENTS
TOPIC THE CHARACTERISTICS AND THE ROLES OF THE
PAGE 3 ISLAMIC PROFESSIONAL EARLY CHILDHOOD
EDUCATORS.

PAGE 4 INTRODUCTION

CONTENTS 1. CHARACTERISTICS
PAGE 5-10 2. ROLES

PAGE 11 CONCLUSION
“ The CharaCTerisTiCs and The roles of
the Islamic Professional Early
Childhood eduCaTors”.
 Introduction
Education is an effort to develop the potential that exists in humans.
Teachers are an integral part of educational resources that explore
the educational success. A teacher who plays a role in the intellectual
and mental coaching of students is expected to instill discipline and
attitude towards students. Likewise in their role in instilling students’
discipline, Islamic education teachers are informers, organizers,
motivators, initiators, and evaluators. Teacher's ability dramatically
affects the quality of students. If the teacher can teach and educate
professionally, then students are motivated in following the subject
matter and adhere to the instructions given by the teacher.
 characteristics
1.Patient, caring, and kind personality.
• Personality characteristics related to being a compassionate person and having a
sensitivity to student differences, particularly with learners, was the second most
frequently reported quality. Again, there is research to support that teacher
dispositions are strongly related to student learning and development.

2. Dedication to teaching
• Dedication refers to a love of teaching or passion for the work, which includes commitment
to students’ success. Responses often referred to loving the subject matter or simply being
dedicated to the work. To a student, this means a teacher should be “always willing to help
and give time.”
3. Knowledge of learners
• This is a broad category that incorporates knowledge of the cognitive, social and emotional
development of learners. It includes an understanding of how students learn at a given
developmental level; how learning in a specific subject area typically progresses like learning
progressions or trajectories; awareness that learners have individual needs and abilities; and an
understanding that instruction should be tailored to meet each learner’s needs. One student
eloquently described it as: “The teacher understands the pace and capacity of the student.”

4. Engaging students in learning

• Students also said that teachers should be able to engage and motivate students to learn.
Researchers talk about three types of engagement that are required for students to learn:
cognitive, emotional, and behavioral. Survey respondents mostly focused on making content
interesting and the ability to motivate students to learn. A student in Pennsylvania said great
teachers are, “motivating students to succeed in and out of school.”
5. The ability to develop relationships with their students.
• The most frequent response is that a great teacher develops
relationships with students. The research literature agrees
with them: Teachers need to be able to build trusting
relationships with students in order to create a safe, positive,
and productive learning environment. For example, a student
in Boston told us that great teachers are “Willing to listen to
students when there is a problem.”
 roles
1. Resource
• One of the top roles a teacher must fill is that of a resource specialists. There will be many
people who will come to the teacher seeking information. Even if the person is only seeking a
source of information, the teacher is the one who must know how to find what the student is
looking for. Once the teacher has given the information to the student or coworker, he or she
will often have to instruct the student on how to use the information.

2. Support
• Students are the ones who need support when learning a new skill or piece of information. A
teacher must act as the support person when the student needs this help. Support can come in
many forms such as a coach, leader and even a counselor. In professional circles, a teacher
may even have to support other teachers leading a particular subject matter.
3. Mentor
• One of the biggest roles a teacher may have is that of a mentor. Students look up to
teachers and may pattern their own behavior and work ethic to match the instructor.
An older teacher can even be a mentor to a younger teacher who is just starting out
in the profession.

4. Helping hand
• A leader in a school is a person who takes on extra tasks such as leading the PTA
meetings and even helping set up a gym for a big event. Teachers who are active in
the school will often have more jobs than just the one they were hired to perform.
Often, the goals of the teacher will match the direction that the school is taking.
5. Learner
• One last important role a teacher must fill is that of a learner. Anyone
who has been involved in a profession long enough knows that there is
always something new to learn. A learner is a person who is always
growing in life and will never claim that they know it all. A teacher will
be challenged everyday with a new task that will help them grow into a
better person.

A teacher is a person who will have to fill many roles. They are people
with educational leadership skills and they must continue to grow and
develop as professionals. Anyone seeking to be a teacher should take
advantage of any chance they get to grow as a person and as a teacher.
 conclusion
In an ideal society, an individual should have many skills, among them the skill
to deal with conflicting values and to take independent decisions. It demands a
critical faculty as well as competence to judge based on your moral principles.
The school's system must therefore take an interest in those skills to be
encouraged. In order to build a disciplined, cultured and united society, it is
recommended when implementing values in education, teachers need to
understand constructivist notions of teaching and learning, as mentioned. This
issue could impact the implementation of values in education. Similarly, there is
a need for more empirical to establish the extent to which teachers’ perceive
values and ethics as it relates to the school curriculum as well as the level at
which the teachers integrate values and ethics in their teaching in the
classroom. Considerations must be made which contribute towards conveying
such fundamental understanding and allowing teachers to both justify their own
behaviour rationally in the context of school and to critically examine it.
Thank you !