Teacher Development Stages (Expert-Master)Mohamad Aliff bin Mt Nawi

Nur Ilya binti Che Nasir

Safia Aqila binti Azhar

Expert level

• The best viewed in the field of profession. • Remembered and honored by former students as teachers

that affect their lives and left a lasting impression. • Identify the essential elements of the job, digest and

analyze learning style that allows for a smooth intuitive results.

• A lot of experiences.• Can guide and mentor novice teachers. • Can share ideas.

Master Level

• The shining star in its field. • Using the experience holistically.• As a spokesperson or authority in

the profession • Ideas and skills can influence

policies related to the classroom management.

Journey from Novice to Master Implication

• Prepare yourself for this journey

• Only a handful of teachers successfully completed the course of his teaching career.

7 core knowledge of the teachers’ competencies

• Content knowledge• General pedagogical knowledge • Curriculum knowledge • Pedagogical content knowledge (teachers only) • Student characteristics knowledge • Knowledge of educational contexts • Knowledge of the philosophy, goals and values education

Novice teachers emphasise on:

• Received Support and guidance • Exercise or activity • Courses • Embrace classroom management –

was a planned experience.

Teacher’s Role in Primary School

Practitioners of Knowledge and Skills

• Practitioners of knowledge - love, master, always looking and improving knowledge, use or apply knowledge in various aspects of life

• Teaching is a trust given to worship and share knowledge without hoping for any acknowledgement

Practitioners of Knowledge and Skills

• Practice to learn to teach • Always enhance the acquisition of

knowledge and education content knowledge through reading, discussion, courses, research and openness to opportunities to acquire knowledge

• Life-long learners

Practitioners of Knowledge and Skills

• Take care about the development of knowledge and skills that last viewed provide meaningful learning experiences for students

• Have a culture of loving knowledge in students

Knowledge imparting skills

• Content knowledge practitioners • Structuring teaching by integrating

learning skills and thinking skills in content in order to produce students with higher order thinking skills

Guidance

• It is implemented not only on Teaching and Learning activities yet also encompasses the pupils’ moral development

• Make sure that students master the skills needed to address the problems or challenges that may be faced in life.

• Serve as mentors, cooperate with schools administrators and parents to help pupils.

Shertzer dan Stone (1981)

• Individuals tutorial services for whose need to reach an understanding, knowledge and skills.

• Can be carried out formally in the classroom, school hall or recreation area through a special course

• Can also be an informal interaction with students.

The teachers’ role as facilitators

• Cultivate interest and motivation for academic subjects

• Guide students to identify strengths and weaknesses, interests and their inclinations towards the involved fields, according to their interests and abilities to develop their talents and potential

The teachers’ role as facilitators

• Cultivate healthy attitudes toward school and integrates them with their daily practices.

• Identify and assist students who are experiencing problems of education / socio-emotional / health in making personal adjustments viewed from the social, emotional, mental and physical aspects.

The teachers’ role as mentors

• The combination of training, support, guidance and constructive feedback

• Try to develop individual strengths for maximizing

• Loving relationship

Reflective Practitioners

• Enable practitioners to assess, understand and learn from the experience.

• Willing to plan and act with full awareness based on the theory and principles of Teaching & Learning.

• Self-reflect on things that happened before, during and after teaching.

Schon (1987)

• When unexpected event occurs, the individual will think consciously while facing those problems have to do reflection during action (reflection-in-action)

Reflection-on-action

When someone reflect on his actions, making an

analysis of past events and to plan follow-up, the person has to practice reflection on action

Reflection process

Reflection Aspects

• Reflection on the teaching takes place at three different levels namely technical, practical and critical

• Practical level - to review the results and impact of the means used to achieve educational goals. More on the assumption

• Critical level - combining criteria morality, ethics and professional action in teaching.

Benefits

• Able to identify the strengths and weaknesses are in themselves

• Become a more confident teacher • More effective teaching principles and

teaching models and diversity techniques

• Actions and decisions based on knowledge and pedagogical knowledge effectively

• Documented in writing is a source of reference and new ideas to be referred to by his colleagues and other teachers.

Researcher

• Encouraged to apply the research to understand the culture and practice of the learning environment and the actions themselves to improve the quality of professionalism.

Research process

• Each day involved through planning lessons, help students in the learning process, classroom management, assessing student work, provide feedback student achievement to parents and other interested parties.

• Restated in different terms to design and implement a plan of action, observing and collecting data, analyzing the results of learning, learning modify - the definition of research

Teacher’s role as researcher

• When the daily activities of teachers recorded or documented in a real / formal and systematic manner, involve themselves in the process of inquiry in order to improve teaching and student achievement.

Action Research

• Issues involving in teacher’s practices

• Research question appears from curiosity about the problems observed

Advantages

• Adding theoretical clarity, language and learning

• To increase knowledge and understanding of classroom practice and improve teaching skills

• Facilitate collaboration with students and other teachers

• Opportunity to develop a joint commitment towards the improvement and enhancement of the profession.