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8/17/2019 APPENDIX 1 Senior Academic Assistant
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HPEM7063 HUMAN RESOURCE
MANAGEMENT IN EDUCATION
APPENDIX I
INDIVIDUAL INTERVIEW TRANSCRIPT
I: INTERVIEWER
R1: HEADMASTER OF THE SCHOOL
VENUE: CAFETERIA
TIME DURATION: 30 MINUTES.
DATE: MARCH 16, 2016.
INTRODUCTION: (O.C: The headmaster of the selected school, Mr. Joseph (not real name). He
is a headmaster in Java Lane Tamil National Primar !chool, !erem"an. He
also has #$ ear %or&in' eperience %ith the school headmaster itself. The
prpose of the intervie% %as clearl eplained to the headmaster earlier.
Then, * invited him to school cafeteria and he accepted. +s a leader, it is
"elieved that he has more &no%led'e in implementin' i-THINK
pro'rammes for his teachers and stdents in the school. Therefore, the
follo%in' discssions are a"ot the implementation, effectiveness and
sstaina"ilit of i-THINK Pro'ramme in the selected school as %ell as its
ethical considerations.
PART A: INTRODUCTION
*: ood afternoon, sir
-#: es. ood afternoon.
*: !ir, are o free to tal& no%/
-#: es. * 'ot no class after this.
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PART B: THE EFFECTIVENESS OF I-THINK PROGRAMME FOR TEACHERS IN
SCHOOL
*: 0hat do o &no% a"ot this i-think pro'ramme/ Tell me "riefl.
-#: 0hat * &no% is, this i-think is a pro'ramme that introdced " Ministr of edcation (MO1)
of the prpose of... edcation transformation to create thin&in' 'eneration %hich focs on
stdents %ho can thin& creativel, innovativel and criticall, as %ell as thin& ot of the "o
and resolve pro"lems. +nd, * thin& this pro'ramme %ill help schools impart thin&in' s&ills to
stdents, allo%in' them to "e lifelon' learners. *t is consider.. ha..ha.. ne% pro'ram that
implemented in primar and also secondar schools. +nd2. ever teacher and stdents in
school encora'es sin' this i-think map in teachin' and learnin' process.
*: !ir, %hat do o mean " i3thin& maps/ Can o eplain a"ot it/
-#: es. *3thin& maps are consists of ei'ht visal patterns. That is circle map, tree map, "race
map, flo% map, """le map, "rid'e map, mlti3flo% map and one more is2 %ait ha2 is2
ha.. do"le """le map. These are the ei'ht patterns. *t is desi'ned for stdents to... to2 se in
order to learn and retain information, " the process of2 ha..ha.. 'atherin' and pac&a'in' their
information in a visal, creative %a.
*: +s a leader of this school, ho% cold o introdced this i-think pro'ramme to the teachers and
stdents/
-#: 4irst of all, * %ant ever teacher has 'iven eposre to this i-think accordin' to s"5ect matter.
1ven, * had also or'ani6ed2 ha2 a.. i-think seminar " epert to 'ive a speech and
%or&shop for m teachers to 'et to &no% i-think map in detail. The main motive %as, * %ant
m teachers to clear and nderstand %ell a"ot the i3thin& pro'ramme in this school first. 4or
stdents perspectives, teachers %ho familiar %ith i-think map, are tried to implement that into
their teachin' and learnin' activities. Teachers are the one %ho introdced to the stdents in the
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class. !ome more, mmm2. mmm2 for or information or school are also one the selected
school to rn this i-think pro'ram effectivel " 7PM. 1ver ear, %e have i-think %ee& of
innovation arran'ed " head of panel in m schools. +nd, stdents 'et eposre from it.
*: 8oes or teachers and stdents are comforta"le %ith this i-think pro'ram/ 0h/
-#: Of corse es. The reall comforta"le eno'h %ith the se of i-think map in classroom or
s"5ect matter "ecase %hat * personall felt is, "efore %e applied the thin&in' maps, stdents
%old 5st listen or read the tet "t didn9t &no% ho% to etract the information that %as
relevant. 0ith the i3TH*N7 pro'ramme, the maps allo% them to visall depict the important
information, ma&in' it easier for them to learn, remem"er, analse and present it.
!ee &no%
stdents are more motivated to learn sin' i-think map "ecase it is a simple and creative
%as to 'et ideas and remem"er it. 0hen * as& some teachers a"ot their perception to%ards
sin' i-think map in the class, the said that the stdents are more interested in sin' i-think
map in teachin' and learnin'. !tdents can easil identif the important points from the
passa'e and discssed a"ot it.
*: 0hat are the other initiatives ta&en to implement the i3thin& pro'ram to the teachers and ppils
at school/
-#: 0hen as&in' a"ot initiates, mmm2 mmm2 *2 * 'ave copies of docments i-think for all
teachers to &eep in their fail. Teachers %ere provided %ith more eercise "oo&s %hich applied
i3thin& maps for ever core s"5ect. +s * said earlier, m school also held i-think %ee&, and
%e have a competition also for teachers and stdents %hich is &no%n as i6 i-think. !o, the
'et re%ard in the form of 'ifts. * also 'ive moral spport and motivation to the teachers %ho
need help in sin' the i-think in the class sch as mmm2. in form of resorces and finances.
Then2 recentl ever stdents %ere provided %ith i3thin& rlers " or school P*;. * mean
" Parents3Teachers +ssociation. *n short, * can said that the implementation of i3thin&
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pro'ramme in or school is more effective "ecase %e have provided %ith moral spports
and financial spport from the school teachers, parents and also PP8.
*: !ir m net estion is, does or school have i-think facilitators %ho have epertise in
condctin' this pro'ram/ 8escri"e a"ot it.
-#: es. * have t%o i-think facilitators %ho have attended i-think corse or'ani6ed " JPN! for
one %ee&. The are the one %ho condctin' this pro'ram for teachers and stdents in or
school " doin' L8P and %or&shops for them to share the &no%led'e and s&ills that the 'et
from the corse %ith the other teachers and stdents. 0hen m school teachers, facin' pro"lem
in sin' i
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-#: !o far, mmm2 plannin' process on havin' trainin' pro'ramme for teachers %ill "e
condcted " i3thin& facilitators in m school. +nd, %hen it comes to i3thin& %ee& sstematic
plannin' %ill "e done " all the head of panel. There is an i3thin& committee in school to
ensre that the i3thin& %ee& condcted as planned. Mmm2 from this ear on%ard, all
plannin' activities for the i3thin& the pro'ram %as inclded in or school calendar in
accordance %ith their respective panels. *t is to ma&e sre that all the panels flfillin' its
responsi"ilities as planned. That=s all.
*: !ir, personall do o thin& this i-think pro'ram %ill fritfl/ 0h/
-#: es. * thin& that this i-think pro'ramme has contri"ted to%ards improvin' the alit of
edcation in or schools especiall %hen it comes to teachin' and learnin' %here teachers 'et
improve their teachin' sin' i-think map and stdents also 'ain eposre on the se i-think to
'enerate ideas. No%, stdents= commnication s&ills also improve sin' this i-think pro'ramme
%here stdents a"le to descri"e or eplain their ideas in the map and discss %ith their friends.
Teachers are to create &no%led'ea"le stdents thro'h critical thin&in' and teachers also can
echan'e ideas on i3TH*N7 pro'ramme %ith other school teachers
*: To %hat etent this i3thin& pro'ramme affects or teachers= professionalism/
-#: This pro'ramme has chan'ed the mind3set and s&ills of or teachers. ;esides that , i-think map
also helps or teachers to focs more on the important information. Teachers also echan'e
their ideas on i-think pro'ramme %ith other teachers in other schools. The can also cltivate
colla"orative learnin' in the classroom.
*: !ir, ho% do o ensre or reco'nise that or teachers have "asic &no%led'e or s&ills of sin' i3
thin& map in teachin' and learnin'/
-#: That=s a 'ood estion. +s reested " or Ministr of 1dcation (MO1), ever teacher in
primar school has to sit for i-think online corse %hich the need to complete >? modle
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re'ardin' i-think and ever each set of modle %ill have test estions to "e ans%ered.
4inall, teachers %ho scored @$A and a"ove, the eli'i"le to 'et one vocher and this
vocher has to "een s"mitted to PP8 to 'et certificate from the PP8 sain' that those
teachers are accomplish online i-think corse and pass the i-think test. This evalation done
" PP8. +nd, in school %e rn i-think in3service trainin' that also consists B$ of test
estions %here the teacher need to score B ot of B$. Then, teachers %ill 'ive school level
i-think accomplishment certificate. 4rthermore, m teachers also ma&e their classroom
availa"le %ith i-think map ever time.
*: !o, ho% do o encora'e or teachers to se i-think map in the classroom/
-#: *t=s simple. * sed hmanistic approach to 'et into m teachers heart and Dsharin' and carin'E
is m main concern. Ho%ever, sometime * %ill also se pscholo'ical approach sch as 'ive
motivation %hen there is a lac& of self3confident in teachin' and learnin'.
*: 8o o thin&, this pro'ram %ill 'ive "enefit to or stdents= academic achievement/
-#: #$$A es. Teachers %ho %ant their stdents to scceed %ill certainl accept the i-think
pro'ramme and * find it to "e an effective tool for stdents to enhance their thin&in'.E 0ith
this i-think map, *=m sre that stdents can develop their critical creative and innovative s&ills
"ecase find the %as to eecte their tho'hts. +fter implementin' i-think map into stdents
learnin' strate'ies, the entire smmative test in or school has covered some i-think map and
HOT! estions.
*: *: !ir, %hat are the challen'es that o have faced %hen implementin' the i3thin& pro'ramme in
school/
->: The first challen'e * %old have sa is2 m teachers= readiness to accept this ne% pro'ram.
4irst, first the felt that this pro'ramme %ill 'ive them more %or&load and failin' %or&s. *t
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ma&es them more afraid to chan'e. +nother challen'e is2 to access ha2 the *8T pro"lems
sch as ta&in' a lon' time to access, internet services and server nsatisfactor %ea& and
slo% internet. Other than that2. ha.. ha.. oh eah, this i-think corses have "een 'iven the
time constraints to monitor the on3'oin' follo%3p corses in or school and nder
spervision and 'idance of i-think, ever time, the PP8 send different people to evalate
effectiveness of i-think pro'ramme in school. *n addition, the ?#st centr learnin' and HOTs
pro'ramme also 'ives challen'es to the teachers and stdents to practice it in the classroom.
* : +fter seen these challen'es, as a leader ho% %old o mana'e these/
-#: To solve the challen'es %ith access to *CT tools, * advised m teachers to 'ain information on
i-think se their home wifi connection. * also provide more resorces of i-think sch as i-think
rlers, chart and %or&"oo&s for teachers= se. * al%as "elieve m teacher that the can do the
"est for the school and stdents. !o, %hat * do is, * %ill 'ive some time for the teachers to 'et
improve or familiar %ith some pro'ramme implemented in school and so on.
*: !ir, after implementin' this i-think pro'ramme, %hat is the effectiveness of this pro'ramme
that o have seen/
-#: 0hen as&in' a"ot the effectiveness of the i-think pro'ramme. Mmm2 "oth sides have
stren'th, * mean on teachers and stdents. *n stdent perspective , i-think map help them to
learn and develop thin&in' s&ills as %ell as learn ho% to "ecome self3directed, independent
and interdependent. *t has "ecome so poplar %ith.. %ith2 the stdents that the not onl se
it for their lessons "t also for their co3crriclar activities. +nd,.. and2 the %ea& or
nmotivated stdents are not idle anmore as the have a chance to participate in findin' the
information to fill p their maps and help to solve the &inds of pro"lems that are mess and
comple. The thin&in' maps also en'a'e stdents as the help them to visalise %hat the
teacher is impartin'. !tren'ths in teachers side are, this pro'ram helps teachers to shift from a
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teacher3centred to a stdent3centred classroom and2 the maps help li'hten their %or&load as
the don9t have to constantl feed information to stdents, 5st facilitate their learnin'.
* : *n ftre, to %hat etent these pro'rams can "e sed in non3edcational instittions/
-#: This i-think pro'ramme not onl applica"le in primar or secondar schools teachers and
stdents. ;t also can "e sed in colle'es and niversities to enhance adlt stdents thin&in'
s&ills. This i-think map also can appl in private sector firm to ma&e the emploee or top
mana'ement team to eecte their tho'hts and solve their comple pro"lems. *t %ill also
"ild a colla"orative %or& and 'ood interpersonal commnication s&ills amon' one and
another.
*: !ir, %hat is or s''estion to sstain this i-think pro'ram in the ftre/
-#: To sstain this pro'ram, the strate'ic plannin' for i-think pro'ram " PP8 or JPN! or 7PM
need to pdate %ith tactical plannin' and operations in more detail. +nd then, it is "etter if the
i-think maps inte'rated into ?#st centr learnin' and also appl into all the elective s"5ects.
;esides, the involvement of parents and commnit to epose the i-think map to their child is
a"le to help their child to improve academic achievement. +nd, the entire teachers need
trainin' pro'ram on *CTs to 'et more s&ills and &no%led'e to appl compter "ased i3thin&
maps. +nd, it is eas for them to inte'rate i3TH*N7 sin' animation, Po%erPoint, creatin'
"lo's and internet.
*: !ir, %hat is the ethical consideration that o have seen in implementin' i3thin& pro'ramme in
or school/
-#: 1thical consideration2 mmm2 all stdents have the ri'hts to se the i3thin& maps in
learnin'. !tdents are encora'ed to create ideas sin' variet of i3thin& maps. !tdents %ho
familiar %ith applin' i3thin& maps %ill coaches the other stdents %ho still %ea& in sin'
the maps. The same thin' 'oes to teachers as %ell.
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*: * thin& %e are at the end of or intervie% session sir. Here, * %old li&e to than& o "ecase
o %illin' to spend or time to ans%er m estions patientl. Than& o, sir. Than& o so
mch.
-#: *t=s o&a. o are %elcome, teacher.
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