Professional Learning Community in Malaysia

Hassan, Roslizam; Ahmad, Jamilah; Boon, Yusof

doi:10.14419/ijet.v7i3.30.18347

Cited by 15 publications

(15 citation statements)

References 36 publications

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“…Since 2013, the Malaysian Ministry of Education has performed professional learning community practice. In 2015, this program helped 598 low-performing teachers enhance their performance, professionalism, authority, and pedagogical abilities (Hassan et al, 2018). The School Transformation Programme 2025 (TS25) is an initiative of the Ministry of Education Malaysia to improve the quality of teachers.…”

Section: Professional Learning Community Practicesmentioning

confidence: 99%

Professional Community Learning Practice and Self-Regulation Learning as A Predictive Factor in The Technological Pedagogical Content Knowledge among Teachers of Accounting Principles

Ling¹,

Kadir²,

Abdullah³

2022

IJARPED

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According to the Malaysian Teaching Development Plan 2013-2025, 21st-century teachers must master is integrating technology into education. This research aims to explore the level of technological pedagogical content knowledge, professional learning community practice, and self-regulation learning among Accounting Principles teachers. This study also examined the relationships between professional learning community practice and self-regulation learning, and technological pedagogical content knowledge. It determined professional community learning practice and self-regulation learning as predictors of technological pedagogical content knowledge among Accounting Principles teachers. 100 Accounting Principles teachers from Kuala Lumpur were randomly chosen as survey respondents. This research is a questionnaire-based survey. The descriptive analysis reveals that the teachers of Accounting Principles have a high level of technological pedagogical content knowledge (mean=4.219, sd=.541), professional community learning practice (mean=3.096, sd=.439), and self-regulation learning (mean=4.868, sd=.594). According to correlation analysis, a significant association exists between professional learning community practice and selfregulation learning with technology pedagogical content knowledge. In conclusion, professional community learning practice and self-regulation learning a predictors factors in the pedagogical technology content knowledge among Accounting Principles teachers in Kuala Lumpur

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Section: Professional Learning Community Practicesmentioning

confidence: 99%

Professional Community Learning Practice and Self-Regulation Learning as A Predictive Factor in The Technological Pedagogical Content Knowledge among Teachers of Accounting Principles

Ling¹,

Kadir²,

Abdullah³

2022

IJARPED

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“…The learning process of Advanced Financial Accounting with Branching Company accounting using the Learning Community model is expected to increase the maximum learning outcomes and student learning activities according to the determined performance indicators (Amri, 2013;Hassan et al, 2018). Learning carried out in the second cycle of action has shown motivation from students, seriousness, and activeness of students in participating in the learning process.…”

Section: Analysis and Reflection Stagementioning

confidence: 99%

Implementation of the learning civic community model in financial accounting learning process continuation: Economic education college student

Warneri

Dewantara

2021

j.civics

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This study aims to determine whether the Civic Community Learning model that uses the Citizenship Economics approach, which can improve the acquisition of learning outcomes and student learning activities in the Advanced Financial Accounting course, is right on the topic of accounting for branch companies in Economic Education Studies Program. The approach used in this research is qualitative. The method used is action research. Researchers are the key instrument. Data collection techniques are carried out through learning outcomes tests and rubrics for assessing student activities, data analysis is inductive, and qualitative research results emphasize meaning rather than generalization first. Establish performance indicators for the success of each given action. The data sources in this study were students in the third semester of the 2020/2021 academic year majoring in social studies education, economic education study program. This study involved 33-semester 3rd students of the economics study program for the 2020/2021 academic year. This study shows that the acquisition of student learning outcomes and student learning activities taught with the Learning Community learning model in the subject matter of Advanced Financial Accounting, Corporate Accounting Branch has increased.

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“…The concept of professional learning communities has been evolving since 1989 starting with Rosenholtz. Since then several models have emerged to depict what a professional learning community is (Hassan, Ahmad, & Boon, 2018). Whatever model is considered, the professional learning community is a practice that enhances teacher collaboration and reflection which gradually facilitates the creation of a common vision and norms among teachers.…”

Section: Professional Learning Communitiesmentioning

confidence: 99%

“…Further, the community and parents can take part in this community by providing their ideas and feedback. In this way, the school vision is embraced by all (Hassan, Ahmad & Boon, 2018).…”

Section: Professional Learning Communitiesmentioning

confidence: 99%

Transforming a School into a Learning Community by Integrating FIRST Framework through a Professional Development Framework

Farhat¹

2019

JETS

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This study recounts the cyclic process that one private school developed and implemented for the purpose of professional development PD of its staff during an academic year. The process consists of five stages that constitute the framework for PD. The content used to implement the PD framework was a learning framework that focuses on students’ active deep learning, FIRST. The implementation of the PD incorporated many tasks such as training, coaching, classroom observations and learning walks, all of which were delegated to teachers as a way to distribute leadership. Other tasks included formative assessment of teachers’ skills, reflection on practice, and planning for action. At the end of the year, the impact of the PD was investigated through questionnaires, classroom observations, lesson plans, and interviews with students. It was found that teachers preferred the newly adopted PD framework to preceding professional development programs and reported to have benefited more than they had previously. Classroom observations conducted by external and internal observers indicated that the teachers were integrating the majority of the newly introduced skills in their classroom performances. Finally, students, when interviewed, used much of the terminology that were elicited from the learning framework, FIRST, which constituted the content of the PD framework their teachers had undergone. In addition, they reported to have learned considerably from the newly adopted activities and practices by their teachers and enjoyed the new approaches used in their classrooms.

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Professional Learning Community in Malaysia

Cited by 15 publications

References 36 publications

Professional Community Learning Practice and Self-Regulation Learning as A Predictive Factor in The Technological Pedagogical Content Knowledge among Teachers of Accounting Principles

Professional Community Learning Practice and Self-Regulation Learning as A Predictive Factor in The Technological Pedagogical Content Knowledge among Teachers of Accounting Principles

Implementation of the learning civic community model in financial accounting learning process continuation: Economic education college student

Transforming a School into a Learning Community by Integrating FIRST Framework through a Professional Development Framework

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