A NEW PARADIGM IN TEACHERS’ EDUCATION AND TEACHING AND LEARNING QUALITY: A CHALLENGE

TO BE RELEVANT IN THE 21ST CENTURY(PARADIGMA BARU DALAM PROGRAM LATIHAN GURU DAN KUALITI

PENGAJARAN DAN PEMBELAJARAN: CABARAN UNTUK RELEVAN DALAM ABAD KE 21)

BY:DR. MOHAMAD NOR BIN MOHAMAD TAIBDIRECTORINSTITUT PENDIDIKAN GURU KAMPUS TEKNIK (IPGKT), ENSTEK, NEGERI SEMBILAN

ROCKY HOTEL CONVENTION CENTER, PADANG, INDONESIA, 20-22 OKTOBER 2016

THE 2ND INTERNATIONAL SEMINAR ON EDUCATIONJOINTLY ORGANISED BY

IPG TEKNIK (MAL) AND PADANG STATE UNIVERSITY (IND)

OBJECTIVES OF TEACHER EDUCATION

BETTER UNDERSTANDING OF STUDENT BUILDING CONFIDENCE USING METHODOLOGY OF TEACHING BUILDING FAVOURABLE ATTITUDE FAMILIARIZING WITH THE LATEST IN EDUCATION CREATING SOCIAL INSIGHT MAKING FAMILIAR WITH SCHOOL ORGANIZATION IMPROVING STANDARDS TRAINING FOR DEMOCRACY

SCHOOL OF BUSINESS & FINANCE, LONDON

MR. NICHOLAS JAMES VUJICICNO ARMS, NO LEGS, NO WORRIES

A Nation At Risk: Improving the quality of teacher education is a central goal of the educational reform movement (USA, National Commission On Educational Excellence, 1983)

We must develop teachers who are able to undertake greater responsibilities as they are at the forefront of educating our youth (NIE, Singapore, 2008)

The teaching profession has a high status in Finland. Teachers are also autonomous in their work, as the system is based on trust rather than control

The goal of the 1995 Education Reform was to train excellent teachers who could meet the challenges of increasing assertive students, the information age, globalization, and the changing field itself.

THE IMPORTANCE OF TEACHER’S ROLE

TEACHER AS A PARAMOUNT FACTOR:“The quality of an education system cannot exceed the quality of its teacher”

(Barber & Mourshed, 2007)

“If a teacher graduates today and teaches for 30 years, and their students live for 70 years, teacher education programs are actually preparing teachers for 22nd century learners” (Craig Kissock, Education Week, March 2014)

If we educate a boy, we educate an individual. If we educate a girl, we educate the whole family but if we educate a teacher, we actually educate the whole community.

“… as the most significant and costly resources in schools, teachers are central to school improvement effort. Improving the efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality, and that all students have access to high quality teaching ” OECD, 2005

Traditional Site Bounded Paradigm For Teacher Education

New Triplization Paradigm for Teacher Education

Aims: To equip teachers with the necessary competence to deliver knowledge and skills to students

Aims: To develop teachers as triplized CMI and life-long learning teachers who will contribute to students’ and to schools’ triplized life-long self learning and development as CMI citizens and organizations

Curriculum: Focused on the content and delivery of subject knowledge

Curriculum: Focused on CMI ability, globalized, localized and individualized.

Pedagogy: delivering knowledge and skills to teachers, site bounded and separated teacher learning, absence of IT, limited opportunities for learning, and lacks of clear linkage with CMI development

Facilitating teachers’ life long self learning, multiple sources, globally and locally networked, IT environment, boundless, unlimited opportunities for learning and encouraging CMI development

Traditional quality assurance: how well learning & teaching are organized, the delivery of knowledge and skills, teaching can be improved, can arrive at a given standard.

How well learning is triplized, learning opportunities are maximized, self learning is facilitated. Teachers’ CMI are developed.

PARADIGM SHIFT IN TEACHER EDUCATION

TRIPLIZATION = INDIVIDUALIZED. LOCALIZED & GLOBALIZED

CMI = STUDENTS’ CONTEXTUALIZED MULTIPLE INTELLIGENCIES

TRADITIONAL SITE BOUNDED PARADIGM NEW TRIPLIZATION PARADIGM

Reproduced Teacher and Teaching:• Teacher is the center of education• Partially competent teacher• Standard teaching style• Teaching is to transfer knowledge• Teaching is a disciplinary, delivering, training, and socializing process• Achieving standards in examination• Teaching is a transfer and application

Individualized Teacher and Teaching:• Teacher is a facilitator to support students’ learning• Multiple intelligence teacher• Individualized teaching style• Teaching is to arouse curiosity• Teaching is a process to initiate, facilitate, and sustain students’ self learning and self-actualization• Sharing joy with students• Teaching is a lifelong learning process

School Bounded Teacher and Teaching:• Teacher as the sole sources of teaching and knowledge• Separated teaching• Site bounded teaching• Limited opportunities for teaching• Teacher with only school experiences• As a school bounded and separated teacher

Localized and Globalized Teacher and Teaching:• Multiple local and global sources of teaching and knowledge• Networked teaching• World class teaching• Unlimited opportunities for teaching• Teachers with local and international outlook• As a world class and networked teacher

PARADIGM SHIFT IN TEACHING

TRADITIONAL SITE BOUNDED PARADIGM NEW TRIPLIZATION PARADIGM

Reproduced Students and Learning:• Student is the follower of teacher• Standard programs• Absorbing knowledge from their teacher• Receiving process• Focus on how to gain• External rewarding and punishment avoiding

Individualized Student and Learning:• Student is the center of education• Individualized programs• Self learning with opportunities guidance and facilitation• Self actualizing process• Focus on how to learn• Self rewarding and enjoyable

School Bounded Learning:

• Teacher based learning• Separated learning• Fixed period and within school• Limited opportunities• School bounded learning• Mainly school based experiences

Localized and Globalized Students and Learning:• Multiple local and global sources of learning• Network learning• Lifelong and everywhere• Unlimited opportunities• World class learning• Local and international outlook

PARADIGM SHIFT IN LEARNING

1. Creativity and Innovation:• Think creatively• Work creatively with others• Implement innovations

1. Communication:• Competency in written and oral language• Open minded and preparedness to listen• Sensitivity in cultural differences when

communicating2. Collaboration and teamwork:

• Interact effectively with others• Work effectively in diverse teams • Priorities, plan and manage projects

1. Information Literacy:•Access and evaluate information•Use and manage information•Apply technology effectively

2. ICT Literacy:• Open to new ideas, information, tools and

ways of thinking• Use ICT accurately, creatively, ethically and

legally• Be aware of cultural and social differences• Apply technology appropriately and

effectively

1. Citizenship – global and local:• Awareness and understanding of rights

and responsibilities as a global citizen• Preparedness to participate in community

activities• Respect the values and privacy of others

2. Personal and Social Responsibility:• Communicate constructively in difference

social situations• Understand different view points and

perspective 3. Life and Career:

• Adapt to change• Manage goals and time• Be a self directed learner• Interact effectively with others

WAYS OF THINKING WAYS OF WORKING

TOOLS FOR WORKING LIVING IN THE WORLD

21ST CENTURY SKILLS

GLEN WAVERLY SECONDARY COLLEGE, VICTORIA, AUSTRALIA

Teachers affect eternity; no one can tell where their influence stops. Henry Brooks Adams

Students don’t care how much you know until they know how much you care. Anonymous

The test of a good teacher is not how many questions he can ask his pupils that they will answer readily, but how many questions he inspires them to ask him which he finds it hard to answer. -Alice Wellington Rollins

If we teach today’s students as we taught yesterday’s, we rob them of tomorrow. John Dewey

It is the supreme art of the teacher to awaken joy in creative expression and knowledge. Albert Einstein