Development of Teacher Professionalism Towards 21st Century Learning:

Norazlinda  Saad; Surendran  Sankaran

doi:10.21070/ijemd.v2i0.550

(1) * Norazlinda Saad Universiti Utara Malaysia
Malaysia
(2) Surendran Sankaran Universiti Utara Malaysia
Malaysia
(*) Corresponding Author

DOI: https://doi.org/10.21070/ijemd.v2i0.550

Abstract

This study aims to identify the effect of Relevance and Conformity on Acceptance of the T3P Module (Technology, Pedagogy, Psychology, Assessment). This study is in a descriptive form using the review method. The population of this study is the National Middle School (SMK) teachers in the North Zone. As many as 60 teachers were selected as the study sample using the purposive sampling. The T3P module and search questions are used as study instruments. The research question is adapted from independent studies and literature reviews. The results of the pilot study showed a high Cronbach Alpha value (0.90). The collected data were analyzed using descriptive statistics and regression. The study results show that the Relevance and Conformity variables have a significant effect on the Acceptance of the T3P Module. The result of the study implies that the modules for Teacher Professionalism Development based on Lifelong Learning need to be reproduced to increase the potential and self-competence of teachers and strengthen the quality of state education.

References

Saedah, S., & Mohammed Sani, I. (2012). Standard Kompetensi Guru Malaysia. Prosiding Seminar Kebangsaan Majlis Dekan Pendidikan IPTA 2012.

Kementerian Pelajaran Malaysia. (2010).Standard Kualiti Pendidikan Malaysia: Putrajaya.

Cheah, U. H., & Lim, C. S. (2010). Disseminating and Popularising Lesson Study in Malaysia and Southeast Asia. APEID Hiroshima Seminar: Current Status and Issues on Lesson Study in Asia and the Pacific Region.

Lokman, M.T., & Kalsom, S., (2011). Implikasi Latihan Dalaman Kepada Guru-Guru Sekolah Rendah. Johor: Universiti Teknologi Malaysia. Diakses pada 5 Mac 2014 dari http://eprints.utm.my/11910/1/Implikasi_Latihan_Dalaman _Kepada_Guru.pdf

Kelchtermans, G. (1993). Teachers and their career story: ‘a biographical perspective in professional development’ in Christopher, D. Research On Teacher Thinking : Understanding Professional Development, London: The Falmer Press (198-217).

Glover, D., & Law, S. (1996). Managing professional development in education. London: Kogan Page.

Champion, R. (2003). Taking measure: The real measure of professional development program’s effectiveness lies in what participants learned. Journal of Staff Development, 24(1), 1–5.

Jabatan Pengajian Politeknik. (2015). Garis panduan pemantauan pengajaran dan pembelajaran politeknik. Kementerian Pendidikan Malaysia: Bahagian Instruksional dan Pembelajaran Digital.

Norshah, H. S., Adzly, A., Ramesh, S. & Mohd Zamri, Y. (2009). Implementing continual quality improvement (CQI) process in an outcome-based education (OBE) approach. Prosiding dalam The 2nd International Conference of Teaching and Learning (ICTL 2009). INTI University College, Malaysia

Norbahiah, M., Siti Salasiah, M., Hafizah, H. & Wan Mimi Diyana, W. Z. (2011). Continual quality improvement process for undergraduateprograms. Procedia Social and Behavioral Sciences, 18, 565–574. DOI: https://doi.org/10.1016/j.sbspro.2011.05.083

Zuraini, D., Umi Kalthum, N., & Norizah, M. (2012). Continuous quality improvement (CQI) implementation in electrical & electronic engineering final year projects. 4th International Congress on Engineering Education, Georgetown, 1-5.

Omar,A. K. (2010). Perkembangan Profesional Guru Secara Berterusan : Perspektif Pembangunan Sumber Manusia. Diakses pada 2 Februari 2017 dari http://www.researchgate.net/publication/237225630

Bradley, H. (1991). Staff Development. London: Falmer Press.

Development of Teacher Professionalism Towards 21st Century Learning

Pembangunan Profesionalisme Guru ke Arah Pembelajaran Abad Ke-21

Abstract

References