COMPARE AND CONTRAST THE MALAYSIAN TEACHER EDUCATION

PHILOSOPHY WITH TEACHER EDUCATION PHILOSOPHY FROM

THE SINGAPORE (EAST).

TEACHING PROFESSION

ENTER

TOPIC TO BE COVERED

INTRODUCTION MALAYSIA TEACHER EDUCATION PHILOS

OPHY SINGAPORE TEACHING EDUCATION PHIL

OSOPHY THE SIMILARITIES THE DIFFERENCES CONCLUSION REFERENCES

Main Page

INTRODUCTION

What is Teacher Education Philosophy?- In Malaysia- In Singapore

MALAYSIA TEACHER EDUCATION PHILOSOPHY

(MTEP) To produce a noble teacher,

whose view is scientific and progressive, ready to uphold the nation aspiration and respect the culture, guarantee individual growth and preserved one society who is united, democratic, progressive and discipline.

The characteristic of the MTEP

To produce noble teacher Scientific and Progressive Uphold the nation aspiration Respect the culture To assure individual growth To unite society Democratic, Progressive and Disciplined

SINGAPORE TEACHING EDUCATION PHILOSOPHY

Singapore teacher Education Philosophy(STEP) by National Institute of Education, Singapore(NIE)

‘Attributes of a 21st Century Teaching Professional: A Compass for 21st Century Teacher Education’

The characteristics of the STEP

It is pivoted on three pronged set of values(V) with skills(S) and knowledge(K) {V³SK}

The V³SK framework guide the design, delivery and enhancement of NIE’s programmes and courses and aims to develop teachers who requisite values, Skills and Knowledge necessary to function in the 21st Century classroom.

V1- Learner-Centred Values

V2 – Teacher Identity

V3 – Service to

the Professiona

l and Community

SKILLS

KNOWLEDGE

V1 – Learner-Centred Values Empathy Belief that all children can learn Commitment to nurturing the potential in each child Valuing of diversity

V2 – Teacher Identity Aims for high standards Enquiring nature Quest for learning Strive to improve Passion Adaptive and resilient Ethical Professionalism

V3 – Service to the Professional and Community Collaborative learning and practice Building apprenticeship and mentorship Social responsibility and engagement Stewardship

SKILLS Reflective skills & thinking dispositions Pedagogical skills People management skills Self management skills Administrative & management skills Communication skills Facilitative skills Technological skills Innovation and entrepreneurship skills Social and emotional intelligence

Knowledge Self Pupil Community Subject content Pedagogy Educational foundation and policies Curriculum Multicultural literacy Global awareness Environment awareness

Similarities

To produce noble teacher To uphold national aspiration Multicultural literacy To produce a disciplined teacher To create unity To produce a progressive teacher

Contrast

Based on ‘Conceptual Model of Teacher Education Philosophy (1982)’

MTEP legislated based on 19 personal , professional and social qualities.

Emphasizing 3 main component ; Professional, academic and self and social development

Based on V3SK Include global

environment awareness Involve specific skills

Malaysia Singapore

Conclusions

Teacher Education Philosophy is now used as a major marketing strategy by teachers and has become an essential component of a teacher’s resume. This has evolved to become part of the teacher’s personal profile, which outlines all of his essential skill sets and unique qualities and highlights his specialties.

The program aim to provide a holistic educational experience for the teacher so that they can develop into the 21st Century teaching professional ready to bring about enhanced learning outcomes for students in the 21st century classroom.

References

Book Profession Perguruan by Norzaini Azman and Mohammed Sani

Ibrahim

Websites www.nie.edu.sg/programme-offices/office-teacher-education http://sbitara.upsi.edu.my/smdzm/Perutusan%20Rasmi/Perutusan%20

KPPM%2 ( Perutusan Hari Guru 2010 – Ketua Pengarah Malaysia )

http:// ezinearticles.com/?Teacher-Education-Philosophies&id=227410 http://video.about.com/presentationsoft/Start-PowerPoint.htm

Lecture Note Dr. Jainabee – Teacher Education Philosophy