Dispositions

of a Teacher
in learning
and teaching

NAMA AHLI KUMPULAN

JAYACHANDRAN A/L TANAGOBAL

PARIMALA DEVI A/P MARIMUTHU
KASTHURY A/P VERAMUTHU
SANGEETHA A/P MARIMUTHU

What are Dispositions?

Dispositions are the values, commitments and
professional ethics that influence behaviors toward
students, families, colleagues, and communities and
affect student learning, motivation, and development
as well as the educators own professional growth.
Dispositions are guided by beliefs and attitudes
related to values such as caring, fairness, honesty,
responsibility, and social justice. For example, they
might include a belief that all students can learn, and
vision of high and challenging standards, or a
commitment to a safe and supportive learning
environment.

What's make a disposition of a

good teacher

PERSONALITY
AND THE
VALUES
OF A TEACHER

INITIATIVE
Making a plan or proposal to
be resourceful, use personal
enterprise and ones ingenuity
to lead or take an upper hand
in a situation.

ATTENDANCE

Timely and consistent

presence in class or
school

PREPAREDNESS
Well prepared for class or tutoring.
Evidence of reading/assignments
through notes, questions, and
engagement in discussions is
consistent.

CONTINUOUS LEARNING
Demonstrates curiosity,
creativity and flexibility
regarding course content,
processes and tasks. Learns
from the situation to improve
in the future.

POSITIVE CLIMATE
Views feedback and situations

maturely; analyzes feedback,

comments and interactions to
make appropriate adjustments
to enhance personal growth
and learning and promote a
positive learning environment.

REFLECTIVE
Willing to suspend initial judgments,
receptive to a critical examination of
multiple perspectives, generates
productive options, makes reasoned
decisions with supporting evidence,
makes appropriate connections to
previous reading, coursework,
experiences.

THOUGHTFUL & RESPONSIVE

LISTENER
Demonstrates the ability to
thoughtfully listen and respond
to peoples insights, needs and
concerns.

COOPERATIVE & COLLABORATIVE

Works well with others; keep
groups on task; maximizes
individuals
talents
and
distributes responsibility.

RESPECTFUL
Interacts without putdowns or
sarcasm and demonstrates
sensitivity in language use;
sets high expectations for self
and others; shows courtesy
and consideration for people
and ideas.

RELATIONSHIP BUILDING
Demonstrates the ability

to develop basic
relationships with others
for the purposes of
establishing working
relationships that are
meaningful, that
encourage involvement,
and promote achievement.

MULTICULTURAL COMPETENCIES
Demonstrate the knowledge,
awareness, and skills that
enable one to interact
successfully and respectfully
with people of different
backgrounds, viewpoints, and
values.

Teaching is not just to transmit knowledge

Teachers disposition is related with how

we as educators perceive teaching, the
term of teaching is not just to transmit
knowledge. Dispositions help go beyond
the school system, is to teachers promote
in students the desire of learning.
Furthermore, providing students with
meaningful experiences inside and
outside of the classroom to make learning
meaningful.

Teaching is not
just to transmit
knowledge

Lack of teachers
disposition can
transmit learning as
a tedious activity.

Positive Thoughts

Dispositions can help

students raise positive
thoughts towards learning; as
a result, they will perceive
learning as an enjoyable
activity.

Dispositions can transform society

Teachers disposition can

motivate students in their
learning process, and create
safe environment which make
learning important.

THE ABILITY TO LIVE

HARMONIOUSLY IN A COMMUNITY

Teachersdisposition allows
us to perceive students
needs inside and outside of
the classroom.
Furthermore, the
importance of transforming
good citizens for our future.

TEACHERS IDEOLOGY IN MALAYSIA

NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on going effort towards

further developing the potential of individuals in a
holistic and integrated manner, in order to produce
individuals who are intellectually, spiritually,
emotionally and physically, balanced and
harmoniously, based on a firm belief in and devotion
to 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 of achieving a high
level of personal well being to contribute to the
betterment of the nation, family and society.

MASSAGE OF FPK

OBJECTIVE OF FPK

Religious Factor
Social Factor
Political Factor
Economic Factor
Individual Factor
International Factor

Cross - cultural differences

Teachers are more inclined to regard students as
active participants in the process of acquiring
knowledge than to see the teachers main role as the
transmission of information and demonstration of
correct solutions. This is most true in northwest
Europe, Scandinavia, Australia and Korea and least
true in southern Europe, Brazil and Malaysia where
teachers fall between the two views. In the classroom,
teachers in all countries put greater emphasis on
ensuring that learning is well structured than on
student-oriented activities which give them more
autonomy. Both of these teaching practices are
emphasized more than enhanced learning activities
such as project work. This pattern is true in every
country.

Continue
Differences in national cultures and
pedagogical traditions suggest the
possibility of differences in the pattern and
strength of endorsement of the two views
among countries. Research shows that in
all countries but Italy the average
endorsement of constructivist beliefs is
stronger than that of direct transmission
beliefs. In most countries, therefore,
teachers believe that their task is not simply
to present facts and give their students the
opportunity to practice, but rather that they
should support students in their active
construction of knowledge.

Continue
Besides this general agreement on beliefs about
instruction, countries differ in the strength of
teachers endorsement of each of the two
approaches. The preference for a constructivist view
is especially pronounced in Austria, Australia,
Belgium (Fl.), Denmark, Estonia and Iceland.
Differences in the strength of endorsement are small
in Brazil, Bulgaria, Italy, Malaysia, Portugal and
Spain. Hence teachers in Australia, Korea,
northwestern Europe and Scandinavia show a
stronger preference for a constructivist view than
teachers in Malaysia, South America and southern
Europe. Teachers in eastern European countries lie
in between.Teachers in Australia, Austria and
Iceland endorse constructivist beliefs considerably
more strongly than direct transmission beliefs.

TYPES OF TEACHING

PREPARED BY ,
GROUP 9