Trainee teacher will be exposed to a variety of teaching and learning activities inside and outside the classroom. This process will bring them face diffi culties when implementing these activities. Accordingly this study identifi Keywords: Teacher trainee; novice teacher; teaching practice; teaching and learning activities; nation education PENGENALANGuru pelatih yang mengikuti program latihan mengajar membawa bersama mereka pelbagai pengalaman dan pandangan terhadap pengajaran dan pembelajaran. Oleh hal yang demikian, institut pengajian pendidikan mengadakan latihan mengajar untuk menyiapkan diri guru pelatih menjadi guru yang berketrampilan. Latihan mengajar juga merupakan aspek penting dalam usaha guru pelatih menjalankan pengajaran sebenar pada masa depan.Menurut Mohd Khairuddin dan Halimah (tahun?), kepemimpinan dan sikap guru memberi kesan yang tinggi dalam pembelajaran. Oleh hal yang demikian, strategi bagi memastikan terdapat perkaitan positif antara pengalaman dengan program praperkhidmatan harus dijadikan fokus dalam kajian tentang latihan mengajar (Booth et al. 1998). Mereka juga menyatakan terdapat aspek tertentu dalam aktiviti pengajaran yang boleh menimbulkan kejutan kepada guru pelatih semasa mereka berhadapan dengan pengalaman pertama menghadapi murid di dalam bilik darjah. Selain itu, guru pelatih mungkin dikejutkan dengan
The role of teachers as purveyors of knowledge and values is crucial to improve the quality of educational processes which leads to the excellence outcomes. The quality of education directly needs the teachers to play their roles. Therefore, the curriculum of education and preparation of teachers should be considered as the central and most crucial in the reconstruction of any educational system. In the context of Ulul Albab, objectives, mission and vision have been drawn up beautifully to achieve the aim of having a generation who is able to use their mind and heart to understand the essence of life based on strong foundation of Al-Quran epistemology. It is therefore, the students of Ulul Albab program that need to be educated, guided, facilitated, and monitored properly to prepare them as Ulul Albab generation. Hence, teachers are expected to play their role as a group who will be responsible to assist these students. This research has been concerned on teachers of the Ulul Albab program as the key implementer of Ulul Albab curriculum. The purpose of this research is to examine the components of professional development (PD) theory for teachers of Ulul Albab program regardless of field of expertise, religious or academic. Six experts and prominence in various fields have been interviewed from purposeful sampling method, in order to investigate the relevancy of developing teachers' professional development for Ulul Albab teachers. Open coding grounded theory approach by using Qualitative Data Analysis (QDA) Software Atlas ti has been chosen to analyse the data, whereby, the theory develops from the data as it is collected and analysed inductively. In-depth interview method has been using for collecting data and the recorded interviews were transcribed verbatim. The findings have shown that there are three main components; the Input, the Process/Mechanism and the Outcome in which several elements have been drawn up from the findings such as the selection of the right teachers, teachers' training (preservice and in-service) model, and the nature of Ulul Albab teachers. Each component that represents every element in the findings will be treated as the foundation in developing Ulul Albab Teachers' Professional Development Programme Theory. From the discussion, the experts collaboratively agree
Professional Learning Community (PLC) is a form of self-development for educators which has been known internationally and currently through the phase of implementation in Malaysia. Purpose of this study was focused on PLC implementation that had been applied widely in Higher Education Institution (HEI) which; 1) to identify the relationship between educators' comprehension, readiness and strategies for language learning, and 2) to form a predictive model of relationship between educator's knowledge, preparation and strategy toward improving student's language learning. Three dimensions of PLC which comprehension, readiness and strategies in PLC were analyzed by using SPSS and AMOS. Three hundred sixty students and five lecturers involved as respondents. Correlation analysis and structured equation modeling were used to answer the research objectives. Qualitative data as the predictive model achieved a good fit value of RMSEA=.055, GFI=.980, CFI=.981, TLI=.983 and Chisq/df=2.164. Interview data of 5 educators showed that decency was the main key theme in improving student language learning achievement. The implementation of PLC that related to language as well decency learning had given a new approach in teaching, particularly for educators and students in a language course. The predictive model can be used as primary source guidelines in elevating the Malay language at a higher level, especially for next researches. Secondary source supported the findings. Results showed that there were significant values derived from the relationship between comprehension and language learning (r=.401, p=.000), the relationship between readiness and language learning (r=.541, p=.000), and the relationship between strategy and language learning (r=.891, p=.000).
Higher Order Thinking Skills (HOT) is one of the key elements that are emphasized in the Malaysia Education Blueprint (MEB) 2013-2025 to improve the quality of the country's education which comparable with other countries. Most of Malay language teachers are facing shortage of HOT teaching strategies specifically in PdPc. In this regard, a study on HOT implementation strategy should be executed to address the gaps in the study of HOT. In this study, the research method used was qualitative since previous studies on HOT had used quantitative method. The method of direct observation of classroom teaching, semi-structured interviews and document analysis were used in this study. Specifically, this study covers four main objectives, which were to describe the implementation strategies of HOT in PdPc listening and speaking skills in Selangor Integrated Primary Religious School at the level of thought of applying, analyzing, evaluating and creating. The researchers used the case study research design, which the case on HOT implementation strategies in Malay language teachers' teaching listening and speaking skills at Integrated Primary Religious School. Six respondents were chosen from three different Integrated Primary Religious Schools, where they teach standard 5 Malay language, covering both urban and rural areas. Anderson and Krathwohl Bloom's Taxonomy Theory Revised (2001) and Robert Glaser's Teaching Model (1962) were used to answer each question in this study. The findings showed that out of 28 HOT strategies, 14 HOT implementation strategies occured in PdPc listening and speaking skills. The results reported that almost all the six participants conducted HOT teaching started with the determination of the teaching objectives, which based on the existing knowledge of the students, the used of appropriate HOT teaching methods and the assessment of the well-conducted PdPc.
This concept paper aims to identify learning using a metacognitive strategy in reading skill. The skill of reading and understanding text is a key goal to enhance knowledge and the key to success for an individual. In fact, in the learning of reading skill, a focus must be given to the aspects of comprehension and reasoning to achieve success in reading. In addition, the reader needs to know that the reading process is conscious and provides meaning to the reader. The reader needs to create awareness of his reading while focusing on the content of the text being read. By using an effective strategy while reading, the students may know and identify the level of reading comprehension. The metacognitive strategy needs to be applied during the reading process to make sense of the text. The metacognitive means the awareness of thinking or thinking about thought. The metacognitive strategy, too, refers to a way of improving the reading skill which is awareness that includes planning, monitoring, and evaluation. Students can apply the metacognitive strategy and control their learning through the process of designing what they want to learn, monitoring their learning progress and students can evaluate what they learn. The strategy found in the metacognitive can enhance students' learning and intelligence.
This study explores the knowledge, understanding, and mastery of writing skills assessment among Malay language secondary school teachers in Malaysia. A total of 182 respondents from 91 secondary schools from seven different zones in Malaysia were selected using a purposive sampling technique. Survey design with a five-point Likert scale questionnaire instrument used in the study consisted of 117 items related to writing skills assessment. Statistical analysis is explained using standard deviation and mean score. The results of the study indicated that the determinants of the mastery level of writing skills assessment recorded the highest mean (M=3.92, SD=0.494). Then, it is followed by the second construct, which involves the implementation aspects of the evaluation was also rated highly (M=3.91, SD=0.482). The results also showed a significant and positive relationship between all respondents’ knowledge and their understanding of writing assessment implementation and their mastery of writing skills assessment. The findings showed that the role of teachers as school-based appraisers is established and consistent with the guidelines outlined by the Ministry of Education Malaysia. Future research focusing on the implementation of writing skill assessment is suggested to ensure that the evaluation done is systematic and reliable.
This study aimed to evaluate high order thinking skill (HOTS) proficiency of students in the understanding of poetry and prose of modern Malay. The samples were carried out in this study were 210 students using quantitative methods as the study design. The findings showed that HOTS for understanding poetry is moderate (mean=2.35, SD=1:07), while the understanding of modern prose is at a high level (mean=2.67, SD=0.98). There are no significant differences between gender in the understanding of modern poetry, but there are significant differences between female students (mean=2.83, SD=0.91) and boys (mean=2.47, SD=1.03) in the understanding of modern prose. Significant differences between the level of HOTS in terms of understanding the poem (mean=3.38, SD=0.64), prose (mean=3.13, SD=0.54) as well as modern poetry and prose (mean=3.25, SD=0.49) among students of high level, medium and low can also be seen. In conclusion, the HOTS should be mastered by students not only academically but also non-academically and the practice of appling HOTS in them through appropriate teaching methods can improve their performance in their studies.
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