PENDIDIKAN GURU PROFESIONAL:

CABARAN MASA HADAPAN

(THE TRAINING OF TEACHING PROFESSIONALS:
CHALLENGES OF THE FUTURE)
SCIENCE & MATHEMATICS EDUCATION WORKSHOP FOR
STAKEHOLDERS
anjuran
Akademi Sains Malaysia
1-2 Februari 2010
AMINAH AYOB, UPSI
KANDUNGAN
1. CIRI-CIRI GENERASI KINI
(CHARACTERISTICS OF TODAYS GENERATION)
2. LATIHAN PERGURUAN (INITIAL TEACHER DEVELOPMENT)
3. ATRIBUT GURU (SMT) PROFESIONAL
4. ISU DAN CABARAN GURU MASA KINI
5. CABARAN DALAM PENDIDIKAN GURU
6. MISI NEGARA & GLOBAL, MATLAMAT JANGKA
PANJANG NEGARA
7. CABARAN GURU (SMT) MASA HADAPAN
8. CADANGAN KEPADA STAKEHOLDERS
9. PENUTUP
1. CIRI-CIRI GENERASI MASA KINI
GENERASI Y
The MILLENNIAL GENERATION
The Baby Boomers = people born 1945 1961
Generation X = people born 1962 1986
Generation Y = people born 1987 2006
2007-2011 = Generation Ben10?
A caricaturist explains it eloquently below
This millennium generation or baby-boom offspring, they grow
up during the MTV era, love everything digital, an extremely
diverse group, they exercise their financial power early, with a
lot of buying power, advertisers are naturally attracted to them
Generation Y / GEN Y
Members of Gen Y are currently ages 2 - 26.
Today they represent about 15 percent of the the
workforce, and by 2012, that number will increase to
more than twice that size.
The most technologically savvy of all generations,
they possess multi-tasking skills that many of us only
wish we had.
This generation has very different expectations and
preferences when it comes to employment and how
they want to be managed.
They volunteer in the community (through online
campaigns), change work many times, and start their
own businesses as early as age 10.
GEN Y
Blunt use of words (in American setting): Girls talking
I got three letters so far sent to my mum saying I have got to stop calling Mr
XXXXX (a teacher) a loser. Mum told me to stop saying it, but it won't stop
me, 'cos he is a total loser!"
(in reply) That's nothing I have already had a detention for calling Miss YYYY (a
teacher) and twat and an idiot"
"whatever......I have been done five times for being late"
"My mum and dad have already had to go down to the school, because I don't
do any of my homework on time" .I have told them they are making me work
too hard!"
I got sent out of English class last week for calling Leanne a ******* bitch 'cos
she got an answer right". "I hate her anyway 'cos she's a right know-it-all
anyway"
"I have been told that I have a real attitude to teachers in lessons, and if I don't
sort it out then I will be given detentions...............w-h-a-t-e-v-e-r, I don't give a
**** anyway"
While these may be on the amusing side, they do show that society is changing
fast, and words like respect are becoming less important to the gen Y'ers.
THE WAY THEY TALK.
blog.sironaconsulting.com/.a/6a00d8341c761a5
MISI NASIONAL & WAWASAN 2020
PERANCANGAN SUMBER MANUSIA NEGARA
WAWASAN 2020
We need ....adequate supply of professional,
technical, skilled, manegerial and research
manpower
RMK-9 (2006-2010): ...memperkukuhkan sumber
manusia S&T, & membangunkan STI
Pelan Induk Pelan Induk Pembangunan
Pendidikan Negara (PIPP) 2006-2010
Pelan Induk Pelan Induk K-Ekonomi Negara
Pelan Induk Perindustrian Ke-3 (IMP3)
Dasar S&T, I-Ekonomi, Creative Industries, ....
MODAL INSAN mampu berfikir secara kritis &
kreatif
2. PENDIDIKAN GURU KINI
(INITIAL TEACHER DEVELOPMENT)
Ada 12 Fakulti Pendidikan di IPTA , 1 universiti (UPSI)
dan 27 Institut Pendidikan Guru Malaysia (IPGM)
Semua Pensyarah berkelayakan akademik tinggi,
sekurang-kurangnya ada Masters degree.
Ramai Profesor, Prof. Madya, Pensyarah Kanan dan
PhDs
Kebanyakan FP ada Sijil ISO, pengiktirafan MQA, selalu
disemak semula;
Kini di sekolah menengah 100% Guru Siswazah, majoriti
Pengetua ada Masters atau PhD
Kini di Sekolah Rendah 35% Guru Siswazah, majoriti
Guru Besar ada ijazah pertama
Kini SEMUA guru telah diberi Latihan Profesional (CPD)
2. PENDIDIKAN GURU MASA KINI
Di UPSI
32 program B.Ed (subject major + minor)
4 program BA atau BSc dengan Pendidikan
Kurikulum 136-140 kredit, 4 tahun
30% Teras Pendidikan
52% Subject Major (content knowledge)
12% Subject Minor (content knowledge)
6% Kursus Universiti dan KoK
Kemahiran Insaniah (Soft Skills) diterap dalam
semua kursus dan diukur
Di UPSI
Class ratio: 1:20
Pensyarah Pendidikan: Foundation dan
Pedagogy + Latihan Mengajar
Pensyarah bidang content Fakulti berasingan
Kokurikulum wajib 6 kredit: 3 bidang (uniform,
sukan dan persatuan)
2 kali ROS (Sem 3,5) + 1 kali LM/+LI (Sem 8)
Konsep latihan bercorak klinikal (tak begitu
berhasil)
15
BAGAIMANA GURU
UPSI MENGHADAPI
CABARAN
Lawatan Menteri 28/10/09
Kualiti guru pelatih
Kemasukan: Merit + Ujian MEdSI, Temuduga, Ujian khas/ bakat
Merit tinggi + syarat khas program
KURSUS 138 KREDIT 4 TAHUN
Program Orientasi sebagai Guru berterusan
Sambutan Hari Guru, Hari Kanak-kanak Sedunia, Hari Hak Asasi
Manusia, Hari-hari antarabangsadll.
Sentiasa behubung dengan sekolah, jalani khidmat masyarakat di
sekolah/ kawasan luar bandar dengan pelajar-pelajar sekolah,
dalam dan luar negara
Program pertukaran pelajar, dalam dan luar negara
Kerja kursus & penyelidikan berasaskan sekolah, Kajian Tindakan
Aktiviti keilmuan tentang profesion keguruan , ceramah,
semangat cintakan negara, program patriotik, bulan membaca,
debat, wacana, Hari Sukan, Hari KoK, Hari Besama Pemimpin,
Kursus Bina Insan,
Etika profesion dan Disiplin pakaian
Pendedahan global global community services, global exposure,
dan networking
GURU UPSI GURU MASA HADAPAN
MINAT MENJADI GURU SANGAT TINGGI
PNGK >>> 3.0 KE ATAS (90%) (syarat KPM-2.75)
LATAR BELAKANG MIDDLE AND LOWER INCOME
GROUP
LANTANG BERSUARA, BERANI KE HADAPAN,
MEMPUNYAI PEMIKIRAN SENDIRI, VERY STRONG
COHESIVE GROUPS, NETWORKING YANG KUKUH,
CARE AND AWARE
CAN ORGANIZE OWN ACTIVITIES
TIDAK MENENTANG, TETAPI KRITIKAL
Challenges of Globalization, Technological Development, and
Education for Sustainable Development in Malaysia
Embracing high-tech/high touch world18
Impact of changing world economy
Strategic Planning
Centralization to Decentralization
Hierarchical arrangements to networking
Institutional help to self-help
Participatory Democracy within schools
Either/ or thinking to multiple options
Demographic shifts
People First, Performance Now!
1 Malaysia Concept
(adapted from Ratnalingan, 2009)
Changing Role of The Teacher
Restricted Professional Extended Professional
Curriculum Implementer Reflective Practitioner
Purveyor of information Facilitator of Thinking
Local Global
Context Specific Generalization
Focus on Subject Focus on Students
Changing Role of The Teacher
Adopt Adapt Create
(Mindless) (LOTS) (HOTS)
Teacher Professionalism:
A Public Trust
3. ATRIBUT GURU PROFESIONAL
Standard Guru Malaysia
5. STANDARD GURU MALAYSIA & HIGH
PERFORMANCE SCHOOLS
SGM Senarai Kompetensi Guru Malaysia
Nilai Profesionalisme (Domain diri, profesion, sosial)
Pengetahuan dan Kefahaman (ilmu pendidikan, ilmu bidang,
kurikulum & kokurikulum, ICT, FPN)
Kemahiran Pengajaran & Pembelajaran (Perancangan, Kaedah
mengajar, Penilaian dan pengurusan kelas)
HPS Sekolah Prestasi Tinggi
20 buah Pencapaian akademik dan kokurikulum TINGGI
Pengetua/Guru Besar diberi lebih autonomi
Insentif yang sangat baik kepada sekolah
Menjadi sekolah contoh
4. CABARAN GURU MASA KINI
dan MASA HADAPAN
CABARAN GURU KINI
Tidak mencapai 3M
Masalah sosial, disiplin
TIDAK MINAT BELAJAR
Tiada jati diri/tidak yakin
Sikap negatif, lemah
Benci sekolah/peraturan
Tidak mahu mencuba
untuk belajar
Sukatan padat,
pengetahuan tinggi
Beban tugas berat
Tanggungjawab berat
PROBLEMS IN SCHOOLS CABARAN GURU
DISIPLIN,
MINAT BELAJAR,
BEBAN BELAJAR
CABARAN GURU MASA HADAPAN
STUDENT NEEDS .
PARENTS EXPECTATIONS
CRITICAL COMMUNITY..
MALAYSIAS FUTURE HUMAN CAPITAL,
ECONOMY, NKRA, .
GLOBAL PROBLEMS AND TRENDS
SECOND DECADE OF THE MILLENNIAL
GENERATION ..
5. ISU & CABARAN DALAM
PENDIDIKAN GURU
Today's Teachers Still Use "Old School"
Methods
Konsep mengajar belum berubah
Kurikulum berubah, DASAR bertukar (PPSMI)
Hubungan dan kolaborasi KPM dan IPTA
Halatuju dan perancangan masa depan tidak
jelas, tidak selaras
Perancangan Negara atau kepentingan politik?
KEPERCAYAAN DAN NILAI GURU PELATIH DALAM
PENDIDIKAN SAINS/MATEMATIK?
Persepsi Guru Pelatih Sains dan Matematik tentang mengajar
(Aminah, UPSI, 2009):
Pakaian kemas, sebagai role model
Perlu ada ilmu yang mencukupi (untuk boleh mengajar dengan
baik)
Perlu kuasai kaedah mengajar (Kursus pedagogi)
Perlu mengetahui cara menulis Rancangan Pengajaran
Perlu tahu motivasi pelajar
Perlu menyampaikan ilmu kepada pelajar
Mengajar adalah proses menyampaikan ilmu kepada seseorang
tidak kira mereka faham atau tidak.
Mengajar tidak sama dengan mendidik - mendidik juga perlu
menyampaikan ilmu, tetapi berterusan sehingga mereka faham.
Mengajar ialah proses menyampaikan ilmu kepada orang lain
dengan iklas, tanpa penat lelah, bersungguh-sungguh dan amanah
Mengajar ialah menyampaikan ilmu yang kita tahu kepada
seseorang yang kurang mahir dengan cara yang tersendiri
Persepsi tentang Belajar
Persepsi tentang belajar (Aminah, UPSI, 2009):
Proses menimba ilmu tidak kira daripada mana dan
perlu dari sumber yang dipercayai.
Proses menerima ilmu, mengamalkannya untuk
menjadikan ilmu itu bermakna
Belajar ialah mendalami, mengkaji dan menggunakan
ilmu yang telah disampaikan oleh guru (orang
yanglebih berilmu)
Proses menambah ilmu pengetahuan daripada guru,
buku, internet dan persekitaran
Proses mendapatkan ilmu tidak kira dari mana datau
ilmu-ilmu lain, proses ini tidka mengira siapa yang
mengajar, secara formal atau tidak formal atau
melalui pengalaman sendiri.
Persepsi Guru Pelatih tentang nilai yang boleh
diajar dalam kelas sains/matematik
NILAI
Sains (n=18) Mat (N=22) Semua (n=40)
1 Kasih sayang 15 (83%) 20 (91%) 35 (87.5%)
2 Hormat 12 (67%) 19 (86%) 31 (77.5%)
3 Jujur 16 (89%) 19 (86%) 35 (87.5%)
4 Empati/simpati 10 (56%) 2 (9%) 12 (30%)
5 Benar 13 (72%) 8 (36%) 21 (52.5%)
6 Yakin diri 18 (100%) 22 (100%) 40 (100%)
7 Gembira 16 (89%) 5 (23%) 21 (52.5%)
8 Ingin tahu 18 (100%) 22 (100%) 40 (100%)
9 Demokrasi 7 (39%) 3 (14%) 10 (25%)
10 Meneroka/menjelajah 18 (100%) 20 (91%) 38 (95%)
Con... Persepsi Guru Pelatih Tentang nilai yang
boleh diajar dalam kelas sains/matematik
NILAI
Sains (n=18) Mat (N=22) Semua (n=40)
11 Menghargai keindahan 16 (89%) 8 (36%) 14 (35%)
12 Berdisiplin 16 (89%) 20 (91%) 36 (90%)
13 Jenaka 10 (56%) 14 (64%) 24 (60%)
14 Kreatif 18 (100%) 20 (91%) 38 (95%)
15 Berfikiran bebas 9 (50%) 5 (23%) 14 (35%)
16 Berfikiran terbuka 18 (100%) 17 (77%) 35 (87.5%)
17 Suka berbahas 10 (56%) 2 (9%) 12 (30%)
18 Berkomunikasi 18 (100%) 21 (95%) 39 (97.5%)
KEPERCAYAAN GURU PELATIH TENTANG SEKOLAH
Persepsi guru pelatih tentang sekolah, pengajaran, pelajar dsb
dibina daripada hearsay (rumor) sekolah itu bagus/tak bagus,
teruk, masalah disiplin, dsb.
Mereka membina kepercayaan/nilai sendiri sebelum pergi ke
sekolah
Bila sampai ke sekolah, mereka diberitahu oleh guru -kelas itu
begitu/begini, pelajar-pelajar baik/tak baik/jangan beri muka dsb
Sukatan pelajaran perlu dihabiskan
Pengajaran sains mesti melibatkan kerja amali dalam makmal
Amalan guru pelatih sama seperti apa yang mereka percaya sbelum
menjalani LM guru adalah untuk mengajar, menyampaikan ilmu,
guru membantu pelajar, guru menyediakan semua untuk pelajar,
Guru pelatih mengajar sama seperti guru terlatih, cuma masih
kurang keyakinan diri dan lebih mesra dan berlembut dengan
pelajar.
Pegangan nilai mereka sama seperti guru-guru lain di sekolah
mereka menyerap budaya sekolah, maka tiada kesan dari kursus
atau latihan yang diterima di universiti
Nilai Guru Pelatih dalam kelas
Mereka mengajar fokus kepada konten (S & M)
Mengajar sama seperti memberi kuliah, beri
tugasan/kerja rumah, buat praktikal sains eksperimen
dalam kumpulan besar, sukar memastikan sekiranya
nilai tabii sains diterapkan eksperimen tidak dapat
menerapkan sifat tabii sains, penyelesaian matematik
tidak berjaya menerapkan nilai tabii matematik
Eksperimen sains adalah untuk pastikan selesai dan
dapat keputusan untuk dicatat dalam buku laporan
amali keputusan adalah untuk bukti teori
Guru pelatih hilang dalam kesedarannya untuk
memastikan RP dipatuhi, terlalu berwaspada terhadap
tingkahlaku murid, kurang keyakinan diri;
MELATIH GURU MESTI SEPERTI MELATIH DOKTOR,
ENGINEER 90% ILMU YANG MENDALAMDAN
KEMAHIRAN MESTI DIKUASAI
CLINICAL EXPERIENCE PENTING
MEMBINA SIKAP & KEPERCAYAAN YANG BETUL
HABIT OF MIND - SANGAT PENTING
GURU MESTI MEMPUNYAI PERSONALITI /KUALITI
YANG BETUL
AKAUNTABILITI KEPADA NEGARA - MEMBINA
GENERASI MASA HADAPAN
Training of teachers should be like the training of
doctors: The practical/hands-on
INNOVATION IN PEDAGOGY
USE PBL METHOD
Lawatan Menteri 28/10/09 39
PBL
WORKSHOP
FOR ALL
LECTURERS AT
UPSI. NOW WE
HAVE TRAINED
40% OF THE
STAFF.
THE CONSULTANTS: VISITING PROFFESSOR FROM SAMFORD
UNIVERSITY, USA AND EXPERT FROM SPORE POLYTECH.
TANGGUNGJAWAB PENDIDIK GURU
(PENSYARAH)
Fokus kepada pembelajaran, bukan pengajaran
Kaedah kuliah perlu dikurangkan: Adakan
tutorial
Jika kursus 3 kredit: 2jam kuliah + 1 jam tutorial
Atau 1 jam kuliah + 2 jam tutorial
Interaksi dalam kumpulan kecil sangat penting
untuk membina kemahiran-kemahiran
berkomunikasi, kerja pasukan, kepimpinan dan
kemahiran sosial,
Nisbah pensyarah:pelajar 1:6, bidang
perubatan 1:4 orang
PENILAIAN PEMBELAJARAN
SANGAT PERLU DITINGKATKAN
PENGUASAAN CONTENT
SANGAT PENTING
PCK DAN TPCK MESTI MANTAP
PROJEK RMK-10: THINKING
TEACHERS PROJECT
MEMASTIKAN SETIAP GURU (UPSI)
BERUPAYA MENGENDALIKAN P&P DI
SEKOLAH DENGAN BAIK
42 Lawatan Menteri 28/10/09
6. MATLAMAT MASA DEPAN NEGARA
& GLOBAL
Misi Negara
This is an Era of Creative Economy
To be successful, creativity is the key
The convergence of creativity, innovation and
business >> Creative Economy (Florida, 2004)
Creative Economy champions creativity in all
its forms and translates it into valuable assets
for increased returns >> Creative Industries.
Creativity & Innovation is now driving the new
economy.
So, we need to produce graduants that meet
the need for Creative Economy
Worlds most creative and innovative countries
1. Sweden .808
2. Japan .766
3. Finland .684
4. USA .666
5. Switzerland .637
6. Denmark .613
7. Iceland .612
8. Netherlands .611
9. Germany .577
10. Germany .577
US remains top Of Global
Innovation Index rankings,
India ranked 41
11. Canada .548
12. Australia .528
13. Belgium .526
14. Israel .525
15. UK .517
16. South Korea .465
17. France .462
18. New Zealand .459
19. Austria .438
20. Ireland .414
'Talent, technology and
tolerance' key to
attracting creative
workers
Ucapan YAB Perdana Menteri
(10/11/09) pada Mesyuarat
Majlis Pelaksanaan MSC
Malaysia:
Malaysia perlu bergerak
pantas dalam menwujudkan
lebih ramai tenaga kerja ICT
terlatih dan mempunyai
pelbagai kemahiran supaya
setanding dengan mana-mana
negara yang mempunyai sektor
ITC terbaik di dunia
Ketua Eksekutif MDeC: MAC3
untuk melahirkan lebih ramai
pencipta isi kandungan kreatif
. Membangunkan bakat
serta menawarkan
pembiayaan
(MAC3 Pusat Perisian Kreatif Animasi Malaysia)
TRANSFORMASI
PENDIDIKAN SMT
WALT DISNEY:
19371941: The Golden Age of Animation
PRODUCES Snow White and the Seven Dwarfs,
cartoon series, Popeye the Sailor, than Mickey
Mouse.
SpongeBob SquarePants
An American animated television series. in the underwater city "Bikini Bottom.
Creator Stephen Hillenburg initially conceived SpongeBob SquarePants in
1984, while he was teaching and studying marine biology. Hillenburg became
fascinated in animation, and wrote a comic book entitled The Intertidal Zone
starring various anthropomorphic forms of sea life, many of which would
evolve into SpongBob SquarePants characters. In 1987, Hillenburg left the
institute to pursue his dream of becoming an animator. Later on in 1992,
Hillenburg began to attend the California Institute of the Arts to study
animation, where he made his thesis film entitled Wormholes.
James Camaron
Upin Ipin Geng Pengembaraan
Bermula 2009 Duasatu.com.
SUMBER MANUSIA MASA HADAPAN
MESTILAH KREATIF, BOLEH MEREKACIPTA,
DAN PRODUKTIF
BOLEH BERSAING DARI SEGI IDEA UNTUK
MENGHASILKAN CIPTAAN-CIPTAAN BARU.
S&T adalah untuk wealth creation, and the
source of wealth creation is innovation (p.274).
The mechanism of wealth creation is
competition. To sustain wealth creation, nation
must have the ability to meet increasingly
sophisticated consumer requirements.
PENDIDIKAN SAINS & MATEMATIK
SAINS RENDAH, MATEMATIK RENDAH
SAINS TERAS, MATEMATIK
SAINS TULEN (Fizik, Kimia, Biologi),
MATEMATIK MODEN
Matematik Tambahan, Sains Tambahan, ICT.
ELEKTIF TEKNOLOGI: Reka Cipta, Grafik
Berkomputer, Produksi Multimedia,
Mechanical Engineering Studies, Engineering
Drawing, Electrical & Electronic Engineering,
Kejenteraan Pertanian, Teknologi Pejabat
Perniagaan, Teknologi Binaan, dll
93 mata pelajaran elektif dan teknikal
DASAR SUDAH ADA
Introduction (Fizik, 2004):
Malaysia needs to create a society that is
scientifically oriented, progressive,
knowledgeable, having a high capacity for
change, forward looking, innovative and a
contributor to scientific and technological
developments in the future, dan
science education in Malaysia nurtures a
science and technology culture by focusing on
the development of individuals who are
competitive, dynamic, robust, and resilient, and
able to master scientific knowledge and
technology competency
OBJEKTIF KURIKULUM BIOLOGI JELAS
Eg: .to provide students with knowledge and skills in
BIOLOGY and Technology and enable them to solve
problems and make decisions in everyday lives based
on scientific attitude and noble values.
OBJEKTIF MATA PELAJARAN BIOLOGI:
To make students understand the development in
the field of Biology and Technology,
to acquire scientific and thinking skills,
to apply knowledge and skills in a creative and
critical manner,
to solve problems and make decisions,
to face challenges in scientific and technological
world and be willing to contribute towards the
development of science and technology
INOVASI DALAM PENGAJARAN &
PEMBELAJARAN
P&P MESTI MENEKANKAN KAEDAH PEMBELAJARAN AKTIF
YANG MELIBATKAN PELAJAR SEMAKSIMUM MUNGKIN
GUNA KAEDAH PBL, PROJEK, KAJIAN KES, PENULISAN
KREATIF, DAN LAIN-LAIN
SEMUA KAEDAH MESTI DISOKONG DENGAN TEKNOLOGI
PENILAIAN MESTILAH MENGUKUR HOTS
GRADUAN UPSI MESTI MEMPUNYAI KUALITI YANG TINGGI
EXPERIENTIAL LEARNING
Emphasize on experience grounded in
students experiences as a continuing process.
Some experiential methods: case studies, role
play, simulations, internships.
PROJECT-BASED,
INQUIRY-BASED,
EXPERIMENTS, EXPLORATION, RESEARCH.
EXPERIENTIAL LEARNING
Emphasise on students doing projects
SINGAPORE EXPERIENCE
SCIENCE, MATHS &
TECHNOLOGY
COMPETITIONS
SCIENCE FAIR
EXHIBITION OF
STUDENTS INVENTIONS
The role of the teacher has changed
Teachers are now expected to model and foster in
their students a wide range of skills:
critical thinking, self-regulated learning, knowledge of
self and others and lifelong learning.
These changes have a significant impact on the
design of pre-service teacher education
programmes
University Teacher Educators must re-evaluate
their curricula and emphasise more on realistic
pedagogical skills.
These skills should be based on the philosophy of
inquiry.
7 - MELANGKAH KE HADAPAN DALAM
PENDIDIKAN GURU S&T - melahirkan sumber
manusia yang dapat menjayakan ekonomi K-I-C
S&T for All
kaedah aktif - INKUIRI
menekankan KREATIVITI
ATRIBUT GURU PROFESIONAL
Perlu mempunyai ilmu yang tinggi falsafah /
PEGANGAN TENTANG PENGAJARAN yang betul
Perlu ada kemahiran/kompetensi yang berkaitan
(jika kita hendak orang lain lakukan sesuatu, kita
sendiri mestilah tahu melakukannya terlebih
dahulu)
Ada pengalaman tentang realiti sistem
pendidikan/ sekolah/ kolej komuniti, dll
Sikap, budi pekerti, akhlak yang baik contoh/
role model
Beretika dan memahami bidang profesionnya
1. Knowledge in Core Subjects (basic academic
contents includes Global Awareness, Financial,
Economic, Business & Entrepreneurial Literacy, Civic
Literacy, Health Literacy)
2. Learning and Innovation skills (creativity and
innovation, critical thinking and problem solving,
Communication & Collaboration skills)
3. Information, Media and Technology Skills
(Information Literacy, Media Literacy, ICT Literacy skills)
4. Life and Career Skills (Initiative & Self-Direction,
Flexibility & Adaptability, Social & Accountability, Leadership
& Responsibility)
The skill highlights are:
Creativity and innovation skills
Critical thinking and problem solving skills
Communication and collaboration skills
(teamwork skills)
Information, Technology & Media skills
Life & Work skills
Soft skills (KEMAHIRAN INSANIAH)
EDUCATION FOR HRD
There is a need for school to focus on
creativity, enterprise and good soft skills
Teaching and learning has to change
more facilitative learning rather than rote
learning
Innovation should be embedded across
the curriculum and into the school culture
Innovative individuals should be guided
and appreciated feel confidence
They should learn social & emotional
skills, moral values, ethics and
communication skills
Creative advertizing
Leaflet Design
Booklet
Design
Catalogue
Design
Catalogue
Design
service
Brochure
Design service
Alibaba.com enabes us to purchase
high-quality low-cost products
Equally important
components in the HCD:
1. CULTURAL CAPITAL habits, assumptions, emotional dispositions and
linguistic capacities
2. SOCIAL CAPITAL- knowing how to behave in groups and within institutions,
or knowing the basic rules of politeness interpersonal skills
3. MORAL CAPITAL- ability to be trustworthy.
4. COGNITIVE CAPITAL cognitive skills, thinking skills
5. ASPIRATIONAL CAPITAL - the fire-in-the-belly ambition to achieve.
PENEKANAN DALAM TE
CLINICAL EXPERIENCE -
MELATIH GURU SEUMPAMA MELATIH
SEORANG DOKTOR, ENGINEER 90%
ILMU DAN KECEKAPAN
MEMPERBETULKAN SIKAP DAN
KEPERCAYAAN GURU TENTANG
PENDIDIKAN DAN MURID
PENDIDIKAN MESTI BENARKAN
KREATIVITI
8. CADANGAN KEPADA STAKEHOLDERS
3 overarching domains:
Knowledge of learners
and their development
in social contexts;
Knowledge of subject
matter and curriculum
goals; and
Knowledge of teaching
and teacher education.
NAEd Committee on
Teacher Education
have been published in
2005
MENAMBAHBAIK PENDIDIKAN SMT UNTUK
MENLONJAKKAN INOVASI & KREATIVITI
Kurangkan isi kandungan kurikulum SMT.
SMT hendaklah engaging dan challenging
Guna Kaedah Pembelajaran aktif - hands-on,
learning by doing & visual learning
Tukar konsep mengajar kepada BELAJAR
Benarkan pelajar menerokai /mengeksperimen
alam fantasi minda
Ubah cara penilaian/peperiksaan SMT
kurangkan penumpuan fakta semata-mata
Tambah peluang mengguna INTERNET
Adakan lebih kerap aktiviti-aktiviti pertandingan
SMT
9. PENUTUP
Jika setiap GURU SMT mampu meningkatkan
pencapaian pelajarnya dalam SMT, maka lebih
ramai pelajar yang akan berminat belajara SMT,
maka tenaga manusia SMT masa hadapan
terjamin;
Jika guru dapat semaikan keyakinan dalam diri
pelajar bahawa SMT adalah bidang yang penting
dan menarik maka kita telah melangkah ke arah
masyarakat celik SMT dan K&I-ekonomi;
Jika setiap 6 daripada 10 pelajar meminati SMT
maka yakinlah kita mampu menjadi negara maju
dan negara pencipta teknologi.
TERIMA KASIH
81 Lawatan Menteri 28/10/09
Education is not the filling of a pail,
but the lighting of a fire
W.B. Yeats