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FACULTY OF EDUCATION AND LANGUAGES

SEMESTER : MAY 2014

OUMH2203

KURSUS : BACHELOR OF TEACHING (PRIMARY EDUCATION) WITH HONOURS

LECTURER NAME

ELLEN DRABBLE

STUDENT NAME

ROSIDAH MOHD DAUD

MATRIX NUMBER

650704055064001

IC NUMBER

650704-05-5064

PHONE

0196413122

E-MAIL

shidarembau@gmail.com

CENTRE

MELAKA LEARNING CENTER

1. PURPOSE OF PROPOSAL
1.1 Introduction
In education, research has shown that teaching quality and school leadership are
the most important factors in raising student achievement. For teachers and school and
district leaders to be as effective as possible, they continually expand their knowledge
and skills to implement the best educational practices. Educators learn to help students
learn at the highest levels.
A professional development is a must nowadays due to the needs of keeping up
with many educational issues revolves around teaching professions. Teachers in todays
world are under a growing pressure to perform a high quality teaching in classroom.
We have to take a glance of the National Education Philosophy which is
emphasizing on the essentials of teaching profession in Malaysia.
Education in Malaysia is an ongoing effort towards further developing the
potential of individuals in a holistic and integrated manner so as to produce individuals who are
intellectually, spiritually, emotionally and physically balanced and harmonious, based on a
firm belief in and devotion of God. Such an effort is designed to produce Malaysian citizens who
are knowledgeable and competent, who possess high moral standards and who are responsible
and capable in achieving a high level of personal well-being and being able to contribute to the
betterment of the family, society and nation at large.
Malaysian Educational policy is the transformation of the National Philosophy
and as documented in the Ministry of Education circular 1988, the policy focuses on
improving the quality and increasing the quantity of output to meet the workforce
requirements as well as to produce disciplined citizens who have high moral values and
good work ethics. It is designed to equip students with essential skills in a holistic and
integrated manner so as to produce individuals who meet the requirements of the
National Philosophy of Education and are functionally literate.

Its aim is to inculcate and also nurture national consciousness by promoting


common ideas, values, aspirations and loyalties; fostering national unity; producing a
work force for economic and national development; and instilling desired moral values in
students so that they can make effective contributions towards nation building. This
underlying philosophy is translated in principle to the teacher curriculum, which
encourages the development of a balanced, well-rounded individual, who is a trained and
skilled individual thus ensuring that the ministry aspirations are met.
Higher expectations and greater needs now pressure the teachers to perform
effectively in classroom. It all comes down to quality teachers who are the determinants
of student achievement. Teachers are not only expected and seen as imparters of
knowledge but also to shoulder the responsibility of moulding and shaping a better
citizenry.
2. RATIONALES
2.1 Teaching present situation
Nowadays, status of the teachers is decreasing gradually. When a person enters in
the teacher profession, he/she wants to enforce all his/her knowledge into children. In
ancient days, education was teacher centred. If the student didn't ask any doubts, then the
fault is of the student but not of teacher.
But today, all situations are changed conversely. In present situation, teachers
have to hold the students to prove their performance for their existence. It is pity towards
teachers that teachers have to go to the homes of students searching for students. Ten or
fifteen years ago, there was no exact training program. At that time, strength of every
school exceeded hundred pupil. But today, some schools have even below ten pupils. So
it is advisely for teacher to get some professional training to replenish their skills in
classroom.

In this crisis also I would like to specify qualities of ideal teacher. An ideal teacher
has the following qualities to face drastic changes in educational system. An ideal teacher
should be:
1. Honest in their duties.
2. Confident in his/her profession.
3. Approach to modern techniques in teaching by using teaching learning materials.
4. Prepare a plan before teaching lesson to students in efficient manner.
5. Establish confidence in parents about their children's education.
6. Mingle with society to share his/her views with them.
7. Intimate the progress of every student at every moment to parents to know the learning
disabilities in the children.
8. Make the students to respect, like and feel free to ask any doubts they get.
2.2 Expected benefits
Professional development is the only means for teachers to gain such knowledge.
Whether students are high, low, or average achievers, they will learn more if their
teachers regularly engage in high-quality professional development, and heighten the
professional quality of teaching.
Professional development is most effective when it occurs in the context of
educators daily work. When learning is part of the school day, all educators are engaged
in growth rather than learning being limited to those who volunteer to participate on their
own. School-based professional development helps educators analyze student
achievement data during the school year to immediately identify learning problems,
develop solutions, and promptly apply those solutions to address students needs. The
same things will occur in teachers professional development. All teachers record will be
checked by the officer monthly and their achievement will be awarded at the end of the
year.

2.3 The need for change


On the current days, teachers juggle an overwhelming number of unfamiliar
issues, such as classroom management, instruction, curriculum, school culture an
operations, test preparation and administration, state standards, parent relations, and
interactions with other teachers. Left to themselves, they may develop counterproductive
behaviors. With extra support, however, new teachers learn more eective practices to
apply to daily challenges. Additional support also helps districts retain new teachers and
set them on the path to becoming eective educators. Many school systems provide
mentors and induction programs for novice teachers. These programs are required in
many states for teachers to earn a professional license.
Effective professional development is on-going, includes training, practice and
feedback, and provides adequate time and follow-up support. Successful program involve
teachers in learning activities that are similar to ones they will use with their students, and
encourage the development of teachers learning communities. There is growing interest
in developing schools as learning organizations, and in ways for teachers to share their
expertise and experience more systematically.
Professional development cannot succeed without strong content. The content of
the professional development that is associated with high-performing schools is always
focused and serves a well-planned long-term strategy. The professional development for
teacher is not an event, it is a lifetime and long term process, putting the aspect and
achievements as priority. To be effective, professional development should be based on
curricular and instructional strategies that have a high probability of affecting student
learningand, just as important, students ability to learn . In addition, professional
development should :
(1) deepen teachers knowledge of the subjects being taught;
(2) sharpen teaching skills in the classroom;
(3) keep up with developments in the individual fields, and in education
generally;
(4) generate and contribute new knowledge to the profession;

(5) increase the ability to monitor students work, in order to provide constructive
feedback to students and appropriately redirect teaching.
2.4 Suggested program for teacher
As this program will benefit the teachers in all subjects teaching and fields, the
activities that are suit with their needs have ben design along way in this program
throughout the year. Below are the suggested activities involves :
courses/workshops (e.g. on subject matter or methods and/or other education-related
topics);
education conferences or seminars (at which teachers and/or researchers present their
research results
and discuss education problems);
qualification program (e.g. a degree program);
observation visits to other schools;
participation in a network of teachers formed specifically for the professional
development of teachers.
individual or collaborative research on a topic of professional interest; and
mentoring and/or peer observation and coaching, as part of a formal school
arrangement.
The Module that will be Used
Teacher centered
- Classroom teaching observing
- Grouping and brainstorming in program
activities
- Action Research in school
- Teaching reflection
- Teacher group / peer group collaboration

The modules will be offered at a number of intervals during 2014 and will require a
minimum commitment equivalent to 20 hours over a two-week period.

Round
1
2
3
4
5

Program dates
19 May - 30 May 2014
30 June - 11 July 2014
11 August - 22 August 2014
8 September - 19 September 2014
29 September - 10 October 2014

The lifetime learning program for teacher is a continuous program for a long time based.
Teacher will get benefit on their positive tracked record every month and it will benefit their
students too. Their knowledge will also being refreshed each time reflection being made by the
observer of their teaching in classroom.

2.4.1

Effective integration of ICT

The teachers need longer hours of training to be able to acquire a high level of
competency of ICT in teaching. Though ICT is part of the curriculum in teacher training
colleges the teachers have not achieved sufficient confidence when it comes to
integrating it in teaching. Further efforts have to be taken to ensure that the teacher
education students have the necessary level of confidence and also the competence to
integrate ICT in their classrooms.
3. ADVANTAGES

OF

CONTINUOUS

PROFESSIONAL

DEVELOPMENT

COURSES FOR TEACHERS


Teachers and administrators who routinely develop their own knowledge and
skills model for students that learning is important and useful. Their ongoing
development creates a culture of learning throughout the school and supports educators
eorts to engage students in learning. A school that organizes team-based professional
development and expects all teachers and administrators to consistently participate
though for different purposes, at dierent times, in dierent ways, demonstrates that it is
serious about all educators performing at higher levels. As a result, the entire school is
more focused and eective.

Successful teacher will revolves around his/her students achievements in


classroom. They will generate the new knowledge for every of their teaching activities
and the impact will be on students in the classroom.
3.1 Recommendation of the program
In pursuing that goal we should seek ways to implement and support professional
development programs that not only empower teachers to succeed in the present but
enable them to grow over time. (This is especially true with respect to technology, which
has become an essential tool in teaching and learning and will continue to play a
significant role in education far into the future.) Professional development programs
should focus on how people learn in a world of unbounded information, and they should
give teachers time to reflect and interact within learning communities. These
recommendations are consistent with who recommend the following national
professional development model for teachers:
Create learning schools in which all staff are involved in sustained, rigorous study of
what they teach and how they teach it
Provide time for teacher professional development equaling 25 percent of time during
each day for teachers to work together and to collaboratively plan lessons and share
information.
Base professional development on the collaboration modelteachers learning from
each other.
4. TARGETED AUDIENCE
That is because teachers professional development programme is designed for
teacher to do some refreshment on their skills and ability to cope some major issues and
new things in classroom, the targeted audience will be for teacher with 10 or more years
of teaching experience.
The participant will be fully trained with the professional experienced trainer
whom have vast experience in teacher training. The audience will have their own record

card and their lesson plan will be checked to ensure they have new ideas in classroom
everyday.
5. CONCLUSION
Education has always been of the highest priority in Malaysia as it strives to attain the
status of developed nation. The Malaysian government invests a large proportion of its
annual expenditure on education in terms of both its infrastructure and provision and the
investment in human resource development. With globalization and high paced technological
developments worldwide, Malaysia too heightens its endeavor to remain in the forefront with
the current developments.
The Ministry of Education and its agencies caters towards the training and retraining
of its teachers to accomplish its vision and mission. Teachers in Malaysia have become the
driving force to raise the capacity of knowledge and innovation and nurture the first class
mentality among their students. Measures have been taken by the government to enhance
quality education training to be in par with international best practices. While keeping in pace
with the frequent changing trends the teacher professional development has undergone a
tremendous change and advancement for the betterment of the society and nation at large.
The teacher training curriculum has been strengthened to develop teachers as competent
managers of teaching and learning. Teachers have become efficient to a greater extent in the
use of ICT to create and implement innovative teaching techniques though, a handful of
hardcore teachers have refused to be part of the change.

REFERENCES
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perspective. Deputy Director General of Education. Teacher professional Development
Sector: Ministry of Education, Malaysia: pp. 1-13.
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Enocomic Planning Unit, Malaysia (2008). Mid-term Review of the Ninth Malaysian Plan
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Mokshein, Siti Eshah, Ahmad, Hussein Haji & Vongalis-Macrow, A. (2009). Secondary Teacher
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Haqq, A. (1996). Making time for teacher professional development. ERIC Digest,ED 400259.
Hoyle, E. (1982). The professionalization of teachers: A paradox. British Journal of Educational
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Institute Aminuddin Baki (2009). Course Directory. National Institute of Educational
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Ke

Arah

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