THE ROLE OF TEACHER TRAINING INSTITUTION LIBRARIES IN ...myrepositori.pnm.gov.my/bitstream/123456789/1784/1/Sekitar_1995_20_1.pdf · in teacher services, the change in the teacher's

THE ROLE OF TEACHER TRAININGINSTITUTION LIBRARIES IN SUPPORT

OF CURRICULUMby:

WAN AB. KADIR WAN DOLLAH

ABSTRAK

Peranan perpustakaan dalam membantu proses pengajaran-pembelajaran di institusi-institusi pendidikanmemang tidak dapat dinafikan. Artikel ini meninjau peranan yang dimainkan oleh perpustakaan di institusilatihan perguruan dalam menyokong kurikulum serta cabaran yang dihadapi dalam kepesatanpembangunan bidang perguruan masa kini.

INTRODUCTION

he term 'teacher training institution' usedin this article refers to all the 33 teachers'

training colleges throughout Malaysia' as well as theFaculties of Education in local universitiesconducting teacher training programmes atcertificate, diploma, first degree or post graduatelevels.

Besides teacher training colleges, universities alsoplay an important role in training teachers. In 1994,there were six universities in Malaysia conductinggraduate teachers' training programmes: Universityof Malaya, National University of Malaysia,University of Science Malaysia, University ofAgriculture Malaysia, University of TechnologyMalaysia and International Islamic University.2

TEACHER TRAINING CURRICULUMIN MALAYSIA

Rapid changes and developments have beenimplemented in teacher training in the past few yearsin response to a need to improve the quality of teachereducation. These changes were part ofredevelopments of the whole education systems in

Librarian, Education Faculty, University of Malaya

the country including curriculum changes in schools,changes in teaching method and techniques, changesin teacher services, the change in the teacher's roleas well as wider socio-political changes.

The quality of teacher education is dependent on thecurriculum offered in the teacher training institutions.It is important to give teacher trainees suitableknowledge and experience so that they can becomeskilled teachers. However, basic teacher trainingshould be regarded as the training that gives the earlyknowledge and skills before they can enter theteaching world. Hence, the theories learned by theteacher trainees should be appropriate andmeaningful so that they are able to prepare for realclassroom situations.

Pre-service and in-service teacher education coursesin Malaysia are mainly conducted in teacher trainingcolleges and universities. The curriculum in theteacher education programme is designed accordingto the National Education Philosophy and TeacherEducation Philosophy and it consists of the basicelements in Integrated Secondary School Curriculum(ISSC) and New Primary School Curriculum(NPSC).3

Hak Cipta Terpelihara © 1995 - Perpustakaan Negara Malaysia


The New Primary School Curriculum (NPSC) whichwas introduced in all primary schools in 1983 stressesthe aquisition of basic skills in reading, writing andarithmetic (3R's), as well as the total developmentof the individual from the intellectual, spiritual,emotional and physical aspects. The major featuresin the teaching-learning strategies of the NPSC are:

(i) Learning is managed through a variety ofgroupings; a class, small groups, pairs orindividuals, appropriate to the skills beingtaught and the diverse abilities and interestsof the pupils.

(ii) Greater diversity and flexibility is applied inthe selection of the body of knowledge andskills to be taught in a particular lesson.

(iii) More attention is to the individual needs andinterests of pupils through remedial andenrichment programmes.

(iv) Utilisation of available local materials andresources to enhance the teaching-learningprocess.4

As an extension of the NPSC, the IntegratedSecondary School Curriculum (ISSC) was

implemented in 1989. The following are the featuresof lSSC:-

(i) Integration of the intellectual, spiritual,emotional and physical aspects towards aholistic development.

(ii) Continuity of NPSC in terms of curricularcontent, principles, concepts and teaching-learning strategies.

(iii) General education with a common curriculumwith provisions for delayed specialisation.

(iv) Strong foundation for lifelong education

(v) Upgrading proficiency in and usage of theBahasa Malaysia.

(vi) Emphasis on aesthetic and moral values.5

COLLEGE TEACHEREDUCATION CURRICULUM

The Malaysian teacher training curriculumemphasises on exposure and mastering of attitudes,concepts, principles and basic skills.6 It consists offour components; namely; Pedagogy (219 hours),

FIELDSEMESTER PSYCHOLOGY PEDAGOGY

EDUCATIONIN MALAYSIA

GUIDANCE ANDCOUNSELLING

1(17 WEEKS)

11(21 WEEKS)

111(10 WEEKS)

IV(22 WEEKS)

V(7 WEEKS)

TOTAL

2X 17(34 HOURS)

34 HOURS

3 X 17(51 WEEKS

4 X 21(84 HOURS)

4X 10(40 HOURS)

2 X 22(44 HOURS)

219 HOURS

1 X 17(17 HOURS)

1 X 22(22 HOURS)

2X 7(14 HOURS)

53 HOURS

2 X 7(14 HOURS)

14 HOURS

TABLE 1.1: COURSE COMPONENT AND TIME ALLOCATION INFIVE SEMESTERS BASIC COURSE7



Education in Malaysia (53 hours), Psychology (34hours), and Guidance and Counselling (14 hours).Table 1.1 below shows what time is allocated foreach of the components in teacher educationcurriculum in each semester.

The objectives of the curriculum are to enable theteacher trainees to understand and deepen thephilosophy and objective of national education andbe able to relate it to the national education systemand classroom practice. The other objective is tomaster and practice concepts, principles, attitudes andbasic teaching skills so that the trainees can becomeprofessional and effective teachers.8

UNIVERSITY TEACHEREDUCATION CURRICULUM

Those wishing to teach in the upper and postsecondary levels must hold a bachelor's degree anda one year post graduate diploma in education or acertificate in education. There are two types of pre-service programmes provided by the universities,namely; a one-year Diploma in Education and a four-year Integrated Basic Degree Course.

The Diploma in Education is a one-year post graduatecourse in education. The Integrated Basic DegreeCourse has teacher education integrated into theprogramme. The teacher education curriculumoffered by the universities is generally similar instructure and scope to the curriculum offered inteacher education colleges.9

CURRENT ROLE OF TEACHER TRAININGINSTITUTION LIBRARIES IN SUPPORTOF CURRICULUM

The value of libraries in education has never been anissue and its importance has been acknowledgedworldwide. Every teacher training institution inMalaysia now has its own library or resource centreor an educational technology unit of which the libraryis a sub-section.

The term resource centre is now commonly usedrather than library because it has a wider conceptand covers various types of information resourcesincluding printed materials and audio-visualmaterials. According to Gan (1991):

'They are used in teaching situations which presentunits of knowledge through auditory or visual stimulior both with a view to help learning. They concretisethe knowledge to be presented and thus help inmaking a learning experience appear real, living andvital.'10

In Malaysia, the importance of resource materialsfor the delivery of quality education is appreciatedby the Ministry of Education and many steps havebeen taken to increase the use of resource materialsin the teaching-learn ing process. In fact, the conceptof resource centres was introduced by the EducationalMedia Service (now known as EducationalTechnology Division) Ministry of Education in1970s. In 1980s the School Division, Ministry ofEducation conducted a special project on libraryresources in chosen schools and from here the termresouce centres have become more popular.11

In teacher training colleges, the library no longerexists on its own but forms a sub-section or unitwithin the resource center together with other unitssuch as the graphic unit, the photographic unit, thelanguage laboratories, the reprography or printingunit, the micro teaching laboratory and theeducational technology instruction unit.12

In the universities, the students and staff of theFaculty of Education may access informationpertaining to education not only from the MainLibrary of the university but also from the Facultyof Education Library or Resource Centre whichprovides more specialised services.

The educational materials available in teachertraining institution libraries or resource centre includeschool textbooks, research proposal, dissertations,local education journals, reports, conference papers,newspaper articles, test materials and educationalsyllabuses.13

The way libraries or resource centres are exploiteddepends on the nature of current teaching and learningmethods and approaches in the teacher traininginstitution. With individualised learning and student-centred approaches to learning, the resource centrewill have a key role to play in the teaching/learningprocess besides providing students with a range oflearning resources. Basically, the role of libraries



and resource centres are to support, enrich andimplement the curriculum as well as to support theprofessional development of teachers and teacherlibrarians.

For a longtime library use in educational institutionshas been mainly associated with reading and languagelearning. This rather limited role which it has hithertoassumed in support of the curriculum has caused itto be valued more for its recreational rather than itseducational contribution.14

The importance of teacher training institutionlibraries can be seen from the need of students usingit as a source of information to enhance theirknowledge in desired fields. Wan Ilias (1988) quotesfrom Dawson (1945), regards library as 'a dynamicforce in promoting the intellectual growth ofindividual'.15 The library also has been perceived asbeing 'the heart of an academic institution16, as 'aforce for educational excellence', and more recentlyas 'the foundations of the curriculum'.17 The viewshighlighted above indicates the leading role thelibrary can play in the educational process.

Theoretically, the main concern of libraries orresource centres in a teacher training institution isthe provision of a comprehensive collection oflearning resources in all media, both print and non-

print. The collection is aimed to meet the needs ofthe users and potential users as follows:

(i) learning resource materials for the students'studies in all subjects using the student-centredapproach/individualised learning,

(ii) materials which teachers may use in thedevelopment of their individual teachingprogrammes, and

(iii) any materials which have informative, culturaland recreational values for the students to useduring their leisure time.18

The role of library or resource centre would bemeaningful where there is sufficient resourceprovision and optimum use is made of the resourcesfor teaching and learning purposes. The problemwith interpretation of the library's role according toZaiton Osman (1993), is that 'while its importancehas long been acknowledged, this importance has notbeen translated into actual library use at classroomlevel, specially for teaching and learning'.ig

It is sometimes regrettable to hear students,academics and researchers complaining of the lackof materials in teacher training institution librariesin Malaysia. Until recently, many teacher trainees

Teacher Training Colleges Books Journals Audio-visual Others

1. IP Darulaman

2. IP Sultan Idris

3. MP Gaya

4. MP Ilmu Khas

5. MP Kinta

6. MP Kuala Terengganu

7. MP Mohd Khalid

8. MP Perempuan Melayu

9. MP Seri Pinang

10. MP T. Ampuan Afzan

24,000

56,652

20,000

33,000

28,346

19,134

24,000

25,739

19,948

25,000

na

513

12

150

25

25

23

50

na

na

200

na

na

na

50

120

na

na

na

na

TABLE 1.2 : LIBRARY COLLECTIONS IN SELECTED TEACHERTRAINING COLLEGES20

na = data not available



especially those who are pursuing Diploma inEducation Programme and Post Graduate TeacherTraining Programme (KPLI) had to go to otherlibraries to get the materials pertaining to theirresearch. There was a tendency among the teachertraining institutions to offer new courses withoutconsidering the physical facilities and resourcesavailable in their libraries. For instance, theintroduction of the Post Graduate Teacher TrainingProgramme (KPLI) in teacher training institutionshave caused the problem of lack of materials to caterfor the needs of the expanding number of students.

A pilot survey was carried out in selected Malaysianteacher training colleges in August 1993 to determinethe management aspects of the libraries including thelibraries' holding of particular resources. From atotal of 20 questionnaires sent, 14 replies werereceived. Of the 14 responding libraries, 4 of themdid not respond to questions related to librarycollection. Table below shows the collection of the10 remaining libraries;

According to the table, books are the most importanttype of library materials. All responding librariesseem to have reasonable number of books with 2libraries holding more than 30,000 volumes in theircollections. It could be said that only 2 libraries havesubstantial journal collection with more than 100titles. Unfortunately, most of the responding librariesdid not give the information on their learningresources such as theses, report, conferenceproceedings, newspapers and particularly audio-visual resources which are essential in learningprocess. The information was not given presumablybecause the data was not available or the librariesreally did not have that particular materials.

The teacher training college libraries also developedslowly when compared with other libraries especiallythe academic libraries at tertiary level.21 Lee (1993)highlighted the research done by Shaikha where shementioned that many libraries in teacher trainingcolleges do not have large collection of materials.Shaika's study revealed that the 18 TTC libraries haveabour 200,000 volumes between them bringing it toan average of slightly over 11,000 volumes perlibrary.22

In comparison between the enrolment of the studentsand the collection, it cannot be denied that most ofthe teacher training institution libraries are facing theproblem of a lack of resources. In Faculty ofEducation Library, University of Malaya forexample, the collection currently consists of 12,058books, 262 dissertations and 329 research proposalsat the Masters in Educational level. The library alsosubscribes to six local education journals and eightnewspapers.23 The collection is insufficient whencompared to the student enrolment of 542 forDiploma in Education, 110 for Bachelor in Education(TESL), 195 for Bachelor in Islamic Education, 230for Bachelor in Science Education, 245 for Mastersin Education and 15 for Doctor of Philosophy.24

The establishment of library and resource centres inteacher training institutions have also not achievedtheir objectives because they are not used to the full.Many students also have little knowledge of whatthe library can offer or they are ignorant of thedifferent information they require.

The librarian is responsible for providing a widerange of resources and to organise the resourceefficiently so as to satisfy the needs of individualisedlearning activities. In order to make this possible,the library and resource centre needs to have acollection development policy, complete with criteriafor selection and weeding of materials.

Training students is also necessary to ensure theproper utilisation of the resource centre. Bennie(1977) says that it is the responsibility of professionalstaff to provide training, establishing and conveyingto students guidelines and procedures for using thecentre and conducting themselves while in it.25

The resource centre in teacher training institutionsalso play a vital role in providing space and facilitiesnecessary for independent learning, small group andlarge group activities. The implementation ofresource-based learning also requires students toundertake research and carry out learning activitiesindependently.



CONCLUSION

The library and resource centre plays an importantrole in supporting the teaching and learning processin teacher training institution in Malaysia. Theimplementation of resource-based learning impliesthat the library and resource centre are now facing amore challenging role especially in the provision,production and utilisation of teaching and learningresources.

Furthermore the library and resource centre have toplay their role as providers of teaching andeducational services as well as advice andconsultancy. This means ensuring that resources areavailable, that users are equipped with the skills to

exploit the resources and that librarians areinvolved in the teaching and learningprocess.

As indicated earlier a well organised resource centrewith clearly defined roles and functions is a pre-condition for resource-based learning. The potentialof the resource centre, however, depends on theprovision and utilisation of the resources. Stepsshould be taken to overcome the problem of 'practicelags behind the theory' as in reality most of thelibraries and resource centres are handicapped by lackof materials and an inadequate management strategy.Libraries and resource centres in teacher traininginstitution should be reorganised to maximise the useof human and physical resources.

REFERENCE

1. Education Guide Malaysia, 2nd ed. Kuala Lumpur: Challenger Concept, 1994.p.36.

2. Commonwealth universities yearbook 1993: a directory to the universities of the Commonweath and thehandbook of their Association. London: Association of Commonweath Universities, 1993.p. 1699-1766

3. Cheng, F.K. Penilaian terhadap perlaksanaan Kurikulum Ilmu Pendidikan dalam Kursus Asas LimaSemester di Maktab Perguruan Raja Melewar. Unpublished M. Ed. Dissertation, University of Malaya,1993.p.3.

4. Malaysia. Ministry of Education. Education in Malaysia. Kuala Lumpur: Educational Planning andResearch Division, 1990.p.20.

5. Ibid., p.21.

6. Ibid., p.30-31

7. Op. cit, Cheng, F.K., p.3.

8. Malaysia. Kementerian Pendidikan Sukatan Pelajaran Ilmu Pendidikan, Kursus Perguruan Asas LimaSemester. Kuala Lumpur: Bahagian Pendidikan Guru, 1991. p.vii (Education Knowledge Curriculum,Five Semester Basic Course).

9. Ibid., p, iv.

10. Gan, Lee Eng. Teachers' utilization of resources materials in the teaching and learning of KBSM Geographyin Secondary Schools in Melaka. M. Ed. Dissertation, University of Malaya, 1991. p. 17-18



11. Wan Ab. Kadir Wan Dollah. Pusat Sumber Fakulti Pendidikan Universiti Malaya. In Sekitar Perpustakaan, bil 17, 1992. p.27

12. Lee. Wai Leng. A proposal of standard and guidelines for teacher training resource centres in Malaysia.M. Lib. Dissertation. University of Wales, 1994. p.2.

13. Op. Cit., Malaya University p. 111.

14. Zaiton bte Osman. The school library as a learning and teaching resource a survey of library use byStandard Six pupils and teachers in selected Primary Schools in Peninsular Malaysia. Ph. D. Dissertation.Loughborough University of Technology, 1993. p.l.

15. Wan Ilias Wan Salleh. Satu kajian kes terhadap pengetahuan pelajar tingkatan enam mengenai perpustakaandi sebuah sekolah di Kuala Lumpur. M. Ed. Dissertation, University of Malaya, 1988. p.2.

16. Op. Cit.. Lee, Wai Leng, p. 13.

17. Op. Cit.. Zaiton bte Osman, p. 15.

18. Juwono. The role of learning resource centre in teacher training with special reference to learning resourcecentre in the Institute of Teacher Training and Education in Malang, Indonesia. M.Lib.Dissertation,University of Wales, 1993. p. 13.

19. Op. Cit., Zaiton bte Osman p.15.

20. The survey was carried out in August 1993 on 'Management of Malaysian Education Collection'.Questionnaires were sent to 20 selected teacher training institution libraries in Malaysia, where 14 librariesresponded.

21. Op. Cit, Lee, Wai Peng. p. 15

22. Ibid., p.16

23. Op.Cit., Malaya University. Report to the Advisory Committee, p. 63.

24. Malaya University. Pencapaian Fakulti Pendidikan Universiti Malaya 1963. p.9.

25. Bennie, Frances. Learning Centres: development and operation. New Jersey: Educational Technology.Publications, 1977. p. 153.



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THE ROLE OF TEACHER TRAINING INSTITUTION LIBRARIES IN ...myrepositori.pnm.gov.my/bitstream/123456789/1784/1/Sekitar_1995_20_1.pdf · in teacher services, the change in the teacher's