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 self-confidence 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 the authority over and autonomy to determine

o Control method or manner of service in the teaching service
o The teaching methods
o 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

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
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:
o Educational factors:
early education received
family background
o Experience factors:
life experiences
work experiences
o 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 to understand the culture, climate,
and mores of the community/communities that makes up the school.
o 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).
 o work to help students connect key concepts and ideas learned across disciplines
(subjects) and see their relevance in the students' lives.
o have the ability to differentiate or modify instruction to meet the individual needs of
each student.
o understand how to strategically use technology in pursuit of learning.
o Able to identify the needs and problems of learners

Train other teachers

o A role model for teachers
o Being exemplary professionalism
o Being a consultant for T&L strategies
o 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 Focussing - Memfokus
o Reflecting - Merenung
o Thematising - Menentukan tema
o Challenging - Mencabar
o Goal setting - Menentukan Matlamat
o Trailing - Menjejak (menuruti)
o Trialing - Menguji
o Disclosing - Mendedahkan
o Questioning - Menyoal
o Instructing - Mengarah
o Cognitive Structuring - Menstrukturkan kognitif
o 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 reaction
o response
o As a behaviour constructor, the teacher forms:
The childs life skills,
The childs values,
The childs character
o Promotes positive attitude through
affirmation and
reward
o 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 Realize the implications
O Critical about their own practice.
O Evaluate the teaching and learning process
O Help teachers to make decision about the teaching theory
O 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