Introduction

In the quest to enhance Teaching and Learning (T&L) through innovation, it's vital to
assess teaching as a profession. This discourse will explore existing obstacles
educators encounter while innovating T&L. Additionally, we'll analyze the crucial role
teachers, like Madam Jee Ming Hoi, play in improving T&L quality via innovation.

The Concept of Teaching As A Profession in The Process of Improving The

Quality of Teaching & Learning Through Innovation.

Madam Jee Ming Hoi's account underscores the traditional teaching style where
educators mainly act as knowledge conveyors, and students passively absorb
information. Modern educational approaches challenge this conventional model,
prioritizing active learning and innovation. The introduction of 21st-century learning
strategies has led to increased student-centered and active learning methods.
According to Ambrose et al. (2010), active learning engages students in the
educational process, fostering deeper comprehension. Group learning, a key
component of the 21st Century Learning Strategy, aligns with this approach, enabling
students to collaborate and actively participate in their learning.

Madam Jee Ming Hoi's approach not only focuses on teaching content but
also ensuring students comprehend, apply, and solve problems using the knowledge
they acquire. This corresponds with research by Bransford et al. (2000), which
underscores the importance of teaching for understanding to facilitate long-term
retention and practical application of knowledge. The text portrays teachers as
facilitators in innovative teaching environments. This transition aligns with the
constructivist viewpoint, as outlined by Piaget (1973), where the teacher's role
involves guiding and facilitating learning rather than solely delivering lectures.
The current issues and challenges faced by teachers in the process

of Improving The Quality of Teaching & Learning Through Innovation.

Madam Jee highlights a key challenge: the growing diversity of student abilities within
a single classroom. In contrast to the past, where classes were often academically
homogeneous, modern classrooms feature a mix of strong and weak students. This
diversity complicates the design of activities that effectively engage all students.

Addressing this issue calls for a shift towards inclusive teaching practices,
as advocated by Nilsson and King in 2017. Educators must take into account the
diverse needs, abilities, and learning styles of their students. Inclusive pedagogy not
only accommodates this diversity but also enhances the learning experience by
tailoring instruction to individual needs.

Madam Jee also notes that the pressure to complete the curriculum often
results in a reliance on traditional "lecture-based" methods. This fear of falling behind
in covering the syllabus can stifle creativity and experimentation in the classroom,
hindering the potential benefits of innovative teaching.

To effectively address this challenge, educational institutions should actively

foster a culture of innovation, as outlined by Fullan in 2014. Promoting innovation
requires a supportive environment that values experimentation and provides
educators with the necessary resources and professional development opportunities.
When teachers feel encouraged to explore new teaching methods, they are more
likely to overcome the fear of falling behind in the curriculum and focus on delivering
impactful, innovative lessons.
The Role of Teachers in Aspects of Teaching and learning in the Process of
Improving The Quality of Teaching & Learning Through Innovation.

Madam Jee's assertion that teachers should assume the role of facilitators rather
than simply providing answers is in line with modern educational theories. In recent
times, there has been a push for educators to transition into facilitators to promote
active learning and critical thinking among students.

Madam Jee's viewpoint aligns with constructivist and social-constructivist

learning theories (Vygotsky, 1978; Piaget, 1973), which stress that learners actively
construct knowledge through engagement with information and peers. Teachers, as
facilitators, guide students through this process, creating an environment that
encourages exploration, discovery, and problem-solving.

Furthermore, Madam Jee emphasizes the importance of teachers actively

listening to students' concerns and challenges. This aspect of teaching is crucial for
understanding students' obstacles and effectively enhancing the quality of teaching
and learning.

The significance of teacher listening and empathy is well-documented in

educational literature. Brookfield and Preskill's study (2005) underscores the value of
reflective listening in fostering a positive classroom atmosphere and increasing
student engagement. Through active listening, teachers gain insights into students'
needs, enabling them to customize instruction and support accordingly.

Conclusion

All in all, the importance of enabling pupils to understand and apply knowledge to
solve problems, and the role of innovation in improving the quality of teaching and
learning are vital to be highlighted.
References

Ambrose, S. A., et al. (2010). How Learning Works: Seven Research-Based

Principles for Smart Teaching. Jossey-Bass.

Bransford, J. D., et al. (2000). How People Learn: Brain, Mind, Experience, and
School. National Academies Press.

Brookfield, S. D., & Preskill, S. (2005). Discussion as a Way of Teaching: Tools and
Techniques for Democratic Classrooms. Jossey-Bass.

Fullan, M. (2014). The Principal: Three Keys to Maximizing Impact. Jossey-Bass.

Nilsson, P., & King, N. (2017). Making teaching and learning visible: A guide to
course design. Routledge.

Piaget, J. (1973). To Understand Is to Invent: The Future of Education. Grossman

Publishers.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological

Processes. Harvard University Press.