Notes

Topic 1 - CONCEPT OF TEACHING AS A PROFESSION

Concept of a Profession
A profession is an aptitude created upon specialized educational training,
o Professionals received specialized training in a particular field in a
certain period.
o Professionals are experts in a particular field and have autonomy in
carrying out their duties.
o Certified

Work to supply objective counsel and service to others,

o 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.
o 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
o 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.
o characterized by the degree of pride in the form of pride and selfconfidence in his profession.

Work for a direct and definite compensation.

o 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
o done by a person who has undergone training to be teachers
o 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
o professional development courses and workshops
o seminars
o research

Have
o
o
o

Become a member of the union that defines the code of ethics as

teachers guide in all professional activities associated with the
o role
o responsibility
o character and
o quality of teachers.

Work for compensation in the form of

o salary and
o allowances

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.
o Matters of behavior and development of children.
o Management of curricular activities

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 Integrity
Teachers 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 PROFESSION
1. 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 Issues

1. 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
o Positive values in daily life.
o Patience
o Friendly
o Considerate
o Good listener
o hardworking
o Creative and innovative
o 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 teachers
Source: 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

o care deeply about children and have the ability to build positive
relationships with each child.
o fundamentally believe that all students can learn and achieve. This
belief is the foundational cornerstone of their practice and drives all
they do.
o 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.
o develop a knowledge and understanding of the community in which
they work. In order to be effective, master teachers go out of their way

o
o
o
o

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
o
o
o
o

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 skills

Teachers 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:
o Promote
o Expedite
o Simplify
o Assist
o Help
o Make easy
o Advance
Facilitation techniques
o Modeling
- Menjadi contoh
o Attending
- Memberi perhatian

o
o
o
o
o
o
o
o
o
o
o
o

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
o The learning environment
o The learning materials
o The learning approaches, strategies, tecniques
o The assessments
o The routine tasks, chores,
o The schedules
o The plans
o 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
o Make their own self-assessment
o Think analytically, critically and creatively
o Analyse the important things to work
o See alternatives in decision-making
o Find a solution
o change behaviour
Effective teachers suspend 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
o 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.
o To modify teaching and learning strategies attract students.
o To provide teacher researchers with a method for solving everyday
problems in schools to improve both student learning and teacher
effectiveness
o To develop the professional disposition of teachers
o To Encourage teachers to be life-long learners
o To incorporate into a teachers daily routine a reflective stance
o 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.
A social agent is an agent in the human system, such a people,
nations, organizations, cultures, and ideologies through
o The action ofestablishing a disposition on social basis as required
by the government.
o 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 :
o Setting sitting arrangement that promotes cooperation among
students
o Planning a lesson that exposes the student to different cultures
o 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
o Teaching new information to the children
o Teaching new skills to the children
o Instilling required values within the children
o
Being a role model

Article about feature of a change agent

1. 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 common purpose.
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 that they will 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 from their 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 questions to
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, but show it 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 and usually they
will go out of their way to connect with 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
o action
o performance

o
o
o

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

1. Personal Learning Plan

http://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 specific learning gaps or 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 particular learning standards or
credit and course requirements for graduation.
Document major learning accomplishments or
milestones.

2. Reading culture
O People start to learn, think, plan and do some survey through reading.
O Reading is a way to gain new knowledge
O As a road to success
O To produce a creative and innovative teacher
O Improving teaching skills
O 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
O Solve problems
Find causes of problems
Suggestion for improvement
Generate critical
O Seek new ways
Generate innovative and creative thinking.
Explore new things
O Preventing assumption

4. Reflective Culture
O Use metacognitive strategies
O Reflect the experiences

O
O
O
O
O

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

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

Factors promoting Meetings/ discussion

o Having the same goals
o Ablility to give feedback
o Open dialogue opportunities

Challenges to Meetings/ discussion

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

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

Cooperation
O Working with others in a project and have a SAME goals.
O To achieve positive development (win-win)

O Sharing ideas, resources, strategies, methods

O Examples: Curriculum review, Team teaching, test moderation
O Based on
Positive interdependence
Accountability
Equal opportunities
Simultaneous interaction

7. In-Service-Training
O Part of Professional Development
O Focus on gaining of knowledge and skills related to the profession
O Falls under the responsibility of the Teacher Education Division (BPG)
O Objectives :
O Provide opportunities for teachers to enhance knowledge and skills
O Enhance teacaher class management skills
O Equip teachers with and to competency
O Give exposure to teachers about innovation in the educational field
O Provide knowledge and awareness regarding the educational
transformation
8. Teaching For Authentic Learning
O 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.
O Take appropriate steps to understand the task and to use various
authentic resources
O Collaboration
O Student-centred teaching