Notes

Topic 1 - CONCEPT OF TEACHING AS A PROFESSION

Concept of a Profession Aprofessionis anaptitudecreated upon specializededucationaltraining, Professionals received specialized training in a particular field in a certain period. Professionals are experts in a particular field and have autonomy in carrying out their duties. Certified

Work to supply objective counsel and service to others, contributes specific service

Show authority through work and counsel given

Show desire to constantly pursue professional development that will enhance and improve the quality of knowledge and skills

Are members of a union that defines the code of ethics as teachers guide in all professional activities and comply with the ethic codes prescribed by the organization. behaviour, expertise or the quality of a professional person shown while engaging in the activities of the profession complying to the code of ethics which are prescribed by the organization of the profession Show some desire to always improve and preserve the image of the profession through the establishment of professional conduct such as appearance, manner of speech, language, behaviour, the attitude of daily life, and relationships with other individuals. characterized by the degree of pride in the form of pride and self-confidence in his profession.

Work for a direct and definite compensation. Paid for service

The concept of teaching as a profession

Teaching profession is a job that require a high level of education and specialized training done by a person who has undergone training to be teachers receive training in college to become a qualified teachers. Example: receiving a Teaching Certificate or Diploma in Education or teaching degree recognized by the Malaysian government

Practises the knowledge, expertise and skills in a particular skill or subject learned through training prepared for the teaching profession and counsels others.

Constantly pursue professional development that will enhance and improve the quality of knowledge and skills related to the teaching profession through professional development courses and workshops seminars research

Have the authority over and autonomy to determine Control method or manner of service in the teaching service The teaching methods Social control in schools - control discipline and determine rewards or penalties according to the guidelines of the school. Matters of behavior and development of children. Management of curricular activities

Become a member of the union that defines the code of ethics as teachers guide in all professional activities associated with the role responsibility character and quality of teachers.

Work for compensation in the form of salary and allowances

Topic 2 - Code of Ethics and Accountability for the Teaching Profession

1. Accountability: the nature liable to any person or to any action, decision etc. and able to provide the necessary explanation and justification

Teachers Accountability towards: Self Maintain Healthy Body Maintain Sound Mind Maintain Confidence Having Knowledge Able to perform

Students Learning subject content and learning skills and life skills Create a conducive classroom environment Using various skills Educate students to the level of excellence develop their potential. Build the character of students Develop Social interaction Be fair Maintain Safety

School Be present during working hours Teach in the time allocated Teach based on the curriculum, based on FPN, Proper use of school facilities Perform other services within the teaching profession Contribute to school development

Colleagues Respect differences in opinion Maintain / support / backup professional work Help develop profesionalism within school

Parents/Guardian Child learning Teaching skills Child safety Concern/Awareness As a surrogate parent Parenting skills Counseling skills Kept informed about their childs condition and progress

Nation Having professional qualities based on SGM Adhere to teaching ethics based on Falsafah Pendidikan Negara and Rukun Negara, Develop Psychomotor, Emotion, Spiritual, Intellectual and social skills Instill values within students Prepare students to become responsible citizens and nation builders Prepare students to be able to live together as a nation

Teaching Profession Provide service based on training Undergo Formal training Be Commited Be Competent Provide consultancy Be Knowledgeable Be a Role model Develop profesionalisme CK, PCK, TPCK Undergo professional development seminars, workshops, courses Adhere to ethics Maintain integrity Accept compesation

2. INTEGRITY - honesty, sincerity and includes openness, trust, stick to principles, intractable and can reliable.

Teachers Professional IntegrityTeachers should: Act with honesty and integrity in all aspects of their work Respect the privacy of others and the confidentiality of information gained in the course of professional practice, unless a legal imperative requires disclosure or there is a legitimate concern for the wellbeing of an individual Represent themselves, their professional status, qualifications and experience honestly Use their name/names as set out in the Register of Teachers, in the course of their professional duties Avoid conflict between their professional work and private interests which could reasonably be deemed to impact negatively on pupils/students.

3. Ethics

CODE OF ETHICS IN THE TEACHING PROFESSION1. Teachers should not behave in a manner that can damage their professional capacity and that would cause the public to lose confidence in the teaching profession.2. The teacher should not behave in such a way that could lead to the collapse of his self-esteem and loss of trust in the teaching profession.3. The teacher should be honest in executing his work.4. The main responsibility of a teacher is his students. Student interests is placed above all other interests such as the interests of society, association or private.5. Teachers should focus on the needs of every student.6. Teachers should pay attention to and teach all students regardless of race and religion or belief. 7. Teachers must serve as "surrogate parents" in order to establish the behavior of students towards the goals adopted by the society.8. Teachers should educate and act fairly to all students regardless of race, color, sex, language, religion, political beliefs, place of origin, lineage, intellect etc.9. Teachers must identify, accept individual differences among students and guide them to develop their potential in terms of physical, intellectual, creative abilities etc.10. Teachers should respect the right of every student such that confidential information about pupils is not given to a person or agency which is not a party of interest.11. Teachers should not behave towards their students in such a way that could lead to the fall of the status of the teaching profession.12. The teacher should not instill values that could damage the interests of the students, community or country.13. Teachers should instill good attitude within all students so that they can develop into an obedient and useful citizens.14. The teacher should not state or do something that could reduce the confidence of pupils and parents in him.15. Teachers must behave in such a way to be a good example or role model to his students.16. Teachers should not receive any payment from the student for lessons or tutorials conducted during school time or school holidays except for work which payment is confirmed.17. Teachers should not advertise oneself to the work of private tuition or teaching.18. Teachers should not impose beliefs, religious, political, personal to students.19. Teachers should not solicit or accept gifts from parents or members of the public in performing his professional duties.20. Teachers should not bring down the reputation of another teacher.21. Teachers should use only proper channels (ie by efficiency) for the purpose of getting promotion or to get a job specification.22. Teachers should not advertise oneself by exaggerating his name to get a promotion in the teaching profession

Topic 3 - Teachers Ethical Issues1. Teacher politeness - Attire Adhere to dress code Appropriatenes Manners Refers on teachers behaviours in certain situations Language Verbal and non-verbal Take into account the norms and do not only convey messages based on personal thoughts. Language ought to be appropriate with time and situation.

2. Teacher concerns Students rarely contribute ideas Students don't think about the meaning of what they read or hear Students don't link different lessons Students don't think about why or how they are doing a task Students keep making the same mistakes Students don't read instructions carefully Students don't learn from mistakes in assessment tasks Students won't take responsibility for their learning Students are reluctant to edit or check their work Students dive into tasks without planning Students have no alternative strategies when stuck Students don't link school work with outside life Students don't believe that their own beliefs are relevant Students are reluctant to take risks in creative tasks Students' existing beliefs are not easy to change Teachers find negotiations difficult Dealing with mixed ability classes Classroom management Time management Administrative work Targets

3. Teacher dispositions A habitual inclination; A tendency to act or think in a particular way How one reacts or show himself towards the profession Positive values in daily life. Patience Friendly Considerate Good listener hardworking Creative and innovative Fair Factors influencing teacher dispositions: Educational factors: early education received family background Experience factors: life experiences work experiences Environmental factors Family Cultures school mass media society

4. Business in School/ Direct selling Teachers should exercise his responsibility as an educator instead of doing business in school. Teacher who do business at the school violate teaching ethics and contravene the public serviceGeneral Orders that seeks control conduct and ethics in the public service workers. Teachers who do business in school and in doing so ignore their responsibility should be given a warning by the administration and appropriate action should be taken so that he does not do damage to the teaching profession.

5. Part Time Work Teachers do part time work to overcome Increase daily life expenditure Lifes pressure on teachers who live in the urban area such as Family expenses Debt Rent Negative impact ofdoing part time work Tiredness Incomplete lesson management Guidelines for doing part time work Cannot be more than 4 hours in a week. Annual performance marks should be equivalent to or higher than 80% for the previous year. The part time job do not affect official duties.

6. Time management Teacher needs to plan time effectively that either daily, weekly or long term fora variety of activities such as lectures, learning, leisure, school break and other responsibilities Involves two dimensions: - Time management for teachers themselves Instill the importance of time management to students

7. Financial management Manage school finances - salary, students fees, purchase and payment All documents and records should be kept properly as proof. Need receipt for money withdrawal.

Topic 4 - Stages of teachers development

Novice Teacher (Guru Permulaan)- passive, not creative and imaginative- not yet reached the level desired by schools- have problems of adjustment to the reality of the school and classroom.- start applying teaching methods- start understand the facts, concepts and basics of teaching- start to establish a framework of cognitive tasks - start to cope with teachers daily tasks

Competent teachers (Guru Cekap)- begin to know more principles, concepts and elements with reference to the specific situation.- Teachers have the ability to solve t&l problems.- Do it right the first time- shows minimum level of inefficiency

Effective teachersSource: National Research Center on English Learning Achievement, 1998 http://cela.albany.edu

Ability to Motivate High Academic Engagement and Competence Most students were engaged in academic activities most of the time, even when the teacher left the room.

Excellent Class Management Teachers in the most effective classrooms managed student behavior, student learning, and instructional aides and specialists well, using a variety of methods.

Ability to Foster a Positive, Reinforcing, Cooperative Environment These classrooms were positive places. The rare discipline problems were handled constructively. Students received a lot of positive reinforcement for their accomplishments, both privately and publicly, and students were encouraged to cooperate with one another.

Teaching Skills in Context Word-level, comprehension, vocabulary, spelling, and writing skills were typically taught in the context of actual reading and writing tasks.

An Emphasis on Literature Teachers read literature and conducted author studies.

Much Reading and Writing Teachers set aside time for language arts, providing long, uninterrupted periods for reading and writing.

A Match between Accelerating Demands and Student Competence Teachers set high but realistic expectations and consistently encouraged students to try more challenging (but not overwhelming) tasks.

Encouraging Self-Regulation Teachers teach students to self-regulate, encouraging students to choose appropriate skills when they faced a task rather than wait for the teacher to dictate a particular skill or strategy.

Connections across Curricula Teachers make explicit connections across the curriculum. providing students with opportunities to use the skills they were learning. Reading and writing were integrated with other subjects.

Expert teachers (Guru Mahir) Best in a particular field Considered as the field authority in his particular field Educated and well trained with good skills in classroom management delivery and assessment highly intellectual and very curious, which will push themselves to learn and adapt (CK, PCK and TPCK) good in communication skills - provide effective motivation

,Master Teacher (Guru Pakar) Master CK, PCK,TPCK and Andragogy Are proactive, responsive, innovative and Visionary in carrying out their duties as educators. Can come up with ideas and skills that can influence policy control classrooms. Participate fully in the planning and implementation of the curriculum

Sensitive and attentive to the needs of learners care deeply about children and have the ability to build positive relationships with each child. fundamentally believe that all students can learn and achieve. This belief is the foundational cornerstone of their practice and drives all they do. constantly work at their craft to improve their professional practice. They seek to deepen their knowledge of content and develop heightened levels of precision in utilizing instructional strategies that effectively reach all students. develop a knowledge and understanding of the community in which they work. In order to be effective, master teachers go out of their way to understand the culture, climate, and mores of the community/communities that makes up the school. routinely continue instruction until all students reach the upper levels of learning (understanding, application of new learning, concept development, and the use of new skills in realistic contexts). work to help students connect key concepts and ideas learned across disciplines (subjects) and see their relevance in the students' lives. have the ability to differentiate or modify instruction to meet the individual needs of each student. understand how to strategically use technology in pursuit of learning. Able to identify the needs and problems of learners

Train other teachers A role model for teachers Being exemplary professionalism Being a consultant for T&L strategies Focus on Andragogy

Topic 5 - The Roles Of A Primary School Teacher

Roles Of Primary School Teacher is determined by Pernyataan Rukun Negara National Education Philosophy Code Of Ethics In The Teaching Profession Challenges Of Vision 2020 Dasar-Dasar Pendidikan (such as PIPP, PPPM)

Role as a Practitioner of knowledge and skillsTeachers apply the knowledge and skills attained during training to actual teaching and learning processes. consists of: CONTENT KNOWLEDGE (CK) PEDAGOGICAL CONTENT KNOWLEDGE (PCK) TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPCK)During the teaching and learning process, the teacher should integrate all elements of the following skills: Life Skills Thinking skills Communication skills ICT skills Study skillsetc.

Teachers need to adopt the attitude to 'learn to teach to constantly enhance the acquisition of knowledge through various means such as: Doing lots of reading Conducting research Attending courses / seminars / forums Collaborate with colleagues Demonstrating openness to all knowledge opportunities.

Role as a Supervisor/Guide/Facilitator Giving guidance as coaching services to individuals to achieve understanding, knowledge and skills. Approaches that need to be considered by teachers in discharging their responsibilities as supervisor: Promote Expedite Simplify Assist Help Make easy Advance Facilitation techniques Modeling - Menjadi contoh Attending - Memberi perhatian Focussing - Memfokus Reflecting - Merenung Thematising - Menentukan tema Challenging - Mencabar Goal setting - Menentukan Matlamat Trailing - Menjejak (menuruti) Trialing- Menguji Disclosing - Mendedahkan Questioning - Menyoal Instructing - Mengarah Cognitive Structuring - Menstrukturkan kognitif Feedback - Memberi Maklumbalas

Role as a Learning Manager A teacher manages the following aspects of learning The learning environment The learning materials The learning approaches, strategies, tecniques The assessments The routine tasks, chores, The schedules The plans The rules, discipline, courtesy

Role as a Reflective Practitioner refers to the activity or process involving an experience being collected, considered and evaluated for a particular purpose. refers to the process of inquiring critically a professional act and continuously refining it. Reflecting helps the teachers to Make their own self-assessment Think analytically, critically and creatively Analyse the important things to work See alternatives in decision-making Find a solution change behaviour Effective teacherssuspend making conclusions about a dilemma in order to gather information, study the problem, gain new knowledge, and come to a sound decision. This deliberate contemplation brings about new learning.

Role as a Researcher The culture of doing research and writing (recording) it down must be nurtured among the teachers to improve their professional development and act in a professional manner. Aims of doing research To discover the situation and problems in educational practices or social problems of pupils who require follow-up action to address the problems that arise. To modify teaching and learning strategies attract students. To provide teacher researchers with a method for solving everyday problems in schools to improve both student learning and teacher effectiveness To develop the professional disposition of teachers To Encourage teachers to be life-long learners To incorporate into a teachers daily routine a reflective stance To look critically at teaching so it can be improved To increase ones professionalism, the teacher must know what is going on why things are happening that way how to resolve the problem.

Role as a Social agent Socialization process requires an individual to learn and accept the values, attitudes, skills and roles from the surrounding to shape their personality and integrate it into communities. Asocial agentis an agent in the human system, such a people, nations, organizations, cultures, and ideologies through The action ofestablishing a disposition on social basis as required by the government. The adoption of the behaviour patterns of the surrounding culture. By teaching and modeling social manners to children, children will learn the meaning of things like kindness and generosity. They will then be able to eventually go out into society and contribute in a positive, meaningful and productive way. Teachers are able to incorporate socialization through so many different strategies/activities throughout the day such as : Setting sitting arrangement that promotes cooperation among students Planning a lesson that exposes the student to different cultures Cooperative and collaborative learning strategies

Role as a Change Agent A change agent is a person from inside or outside the organization who helps an organization transform itself by focusing on such matters as organizational effectiveness, improvement, and development. A teacher help children to transform themselves to conform to the knowledge, skillls and values stated in various national documents through Teaching new information to the children Teaching new skills to the children Instilling required values within the children Being a role model

Article about feature of a change agent1. Clear Vision As mentioned above, a change agent does not have to be the person in authority, but they do however have to have a clear vision and be able to communicate that clearly with others. Where people can be frustrated is if they feel that someone is all over the place on what they see as important and tend to change their vision often. This will scare away others as they are not sure when they are on a sinking ship and start to looking for ways out. It is essential to note that a clear vision does not mean that there is one way to do things; in fact, it is essential to tap into the strengths of the people you work with and help them see that there are many ways to work toward a commonpurpose.2. Patient yet persistent Change does not happen overnight and most people know that. To have sustainable change that is meaningful to people, it is something thattheywill have to embrace and see importance. Most people need to experience something before they really understand that, and that is especially true in schools. With that being said, many can get frustrated that change does not happen fast enough and they tend to push people further away from the vision, then closer. The persistence comes in that you will take opportunities to help people get a step closer often when they are ready, not just giving up on them after the first try. I have said continuously that schools have to move people fromtheir point A to their point B,not have everyone move at the same pace. Every step forward is a step closer to a goal; change agents just help to make sure that people are moving ahead.3. Asks tough questions It would be easy for someone to come in and tell you how things should be, but again that is someone elses solution. When that solution is someone elses, there is no accountability to see it through. It is when people feel an emotional connection to something is when they will truly move ahead. Asking questions focusing on, What is best for kids?, and helping people come to their own conclusions based on their experience is when you will see people have ownership in what they are doing. Keep asking questionsto help people think, dont alleviate that by telling them what to do.4. Knowledgeable and leads by example Stephen Covey talked about the notion that leaders have character and credibility;they are not just seen as good people but that they are also knowledgeable in what they are speaking about. Too many times, educators feel like their administrators have lost touch with what is happening in the classroom, and many times they are right. Someone who stays active in not necessarily teaching, but active in learning and working with learners and can show by example what learning can look like now will have much more credibility with others. If you want to create change, you have to not only be able to articulate what that looks like, butshowit to others. I have sat frustrated often listening to many talk about how kids learn today but upon closer look, the same speakers do not put themselves in the situation where they are actually immersing themselves in that type of learning. How can you really know how kids learn or if something works if you have never experienced it?5. Strong relationships built on trust All of the above, means nothing if you do not have solid relationships with the people that you serve. People will not want to grow if they do not trust the person that is pushing the change. The change agents I have seen are extremely approachable and reliable. You should never be afraid to approach that individual based on their authority andusually they will go out of their way toconnectwith you.That doesnt mean that they arent willing to have tough conversations though; that also builds trust. Trust is also built when you know someone will deal with things and not be afraid to do what is right, even if it is uncomfortable. Sometimes trust is built when you choose to do what is right for your community or organization, as long as it is always done in a respectful way.

Role as a Substitute Parent Educates Looks into child development Shows pity, concern, affection and intimacy Forms life skills, values, character Acts as a role model

Role as a Behaviour Constructor Behaviour constitudes action performance reaction response As a behaviour constructor, the teacher forms: The childs life skills, The childs values, The childs character Promotes positive attitude through affirmation and reward Stops negative attitude through advice and action towards mistakes and offences through Preventive measures Corrective measures

Topic 8 - Teacher Professional Development and Life Long Learning

Professional development Encompasses all types of facilitated learning opportunities including credentials such as academic degrees to formal coursework, conferences and informal learning opportunities situated in practice

Life Long LearningA process of acquiring and updating all kinds of knowledge, skills, abilities and interests, that continues throughout a person's life

1. Personal Learning Planhttp://edglossary.org/personal-learning-plan/ developed by students (learning teachers) in collaboration with lecturers as a way to help them achieve short- and long-term learning goals based on the belief that they will be more motivated to learn, will feel a stronger sense of ownership over their education if they decide what they want to learn, how they are going to learn it, and why they need learn it to achieve their personal goals. Contents Think about and describe their personal life aspirations, particularly their collegiate and career goals. Self-assess their individual learning strengths and weaknesses, or reflect on what they have academically achieved, excelled at, or struggled with in the past. Identify specificlearning gapsor skill deficiencies that should be addressed in their education, or specific knowledge, skills, and character traits they would like to acquire. List or describe their personal interests, passions, pursuits, and hobbies, and identify ways to integrate those interests into their education. Chart a personal educational program that will allow them to achieve their educational and aspirational goals while also fulfilling learning requirements, such as particularlearning standardsor credit and course requirements for graduation. Document major learning accomplishments or milestones.

2. Reading culture People start to learn, think, plan and do some survey through reading. Reading is a way to gain new knowledge As a road to success To produce a creative and innovative teacher Improving teaching skills Use authentic reading materials

Creating a reading culture Reduce unhealthy activities and replace it with reading. Know what to read and what not to read Balance your reading Prepare a list and obtain the reading materials Allocate SOME TIME per day to read. Bring READING MATERIAL along with you. Find a suitable place to read. Visit book fair and book store to instill the interest of reading.

3. Research Culture Solve problems Find causes of problems Suggestion for improvement Generate critical Seek new ways Generate innovative and creative thinking. Explore new things Preventing assumption

4. Reflective Culture Use metacognitive strategies Reflect the experiences Realize the implications Critical about their own practice. Evaluate the teaching and learning process Help teachers to make decision about the teaching theory Help teachers to make decision about whether to proceed or to modify or abandon teaching stategies and resources

5. Meetings/ Discussion

Meeting To come to a consensus To make decisions based on agreement Action taken should be planned

Discussion To share ideas To express opinions and feelings To avoid conflicts Preventing isolation and individualism

Factors promoting Meetings/ discussion Having the same goals Ablility to give feedback Open dialogue opportunities

Challenges to Meetings/ discussion Difficult to set up time for discussion Being Egoistic Being selfish Reluctant to accept others opinons Teachers are not able to mingle Conflicts

6. Collaboration / Cooperation Collaboration Working with others in a project and have a DIFFERENT goals. To achieve positive development (win-win) Sharing ideas, resources, strategies, methods Examples: working with other schools, foreign teachers, other teachers on a project for different purposes Factors affecting: Being Trustworthy Volunteering

Cooperation Working with others in a project and have a SAME goals. To achieve positive development (win-win) Sharing ideas, resources, strategies, methods Examples: Curriculum review, Team teaching, test moderation Based on Positive interdependence Accountability Equal opportunities Simultaneous interaction

7. In-Service-Training Part of Professional Development Focus on gaining of knowledge and skills related to the profession Falls under the responsibility of the Teacher Education Division (BPG) Objectives : Provide opportunities for teachers to enhance knowledge and skills Enhance teacaher class management skills Equip teachers with and to competency Give exposure to teachers about innovation in the educational field Provide knowledge and awareness regarding the educational transformation

8. Teaching For Authentic Learning Teach based on the activities in real situation which encourage pupils to focus on the knowledge and skills such as thinking skills and problem solving skills. Take appropriate steps to understand the task and to use various authentic resources Collaboration Student-centred teaching