Pemikiran Pendidik Guru Terhadap Hasrat Dan Pelaksanaan Kurikulum Latihan Guru Sekolah Bestari: Satu Kajian Kes Di Empat Buah Maktab Perguruan.

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Date
2003-09
Authors
Yaacob, Baharudin
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Abstract
study investigates the extend teacher educators thinking, which consists beliefs, es, attitude and professional craft knowledge, influence the implementation of cher Training Curriculum for Smart Schools (TTCSS) in classrooms of the teacher lling colleges. This study also attempts to explore teacher educators thinking towards aims of TTCSS and compares the actual classroom situation in teacher training leges. In addition, this study attempts to identify the factors that impede teacher 1cators from implementing the aims and examines whether the classroom practices lect .actual·· classroom situations or the implementation of TTCSS in teacher training lieges. Obstacles faced by teacher educators need to be considered to understand the :tors that undermines the teacher educators efforts in implementing curriculum novation. This research was carried out as a case study using both quantitative and 1alitative approaches. Research methodology employed in this study is based on [afidah's (2000) SODI Model. Four teacher training colleges from four different states 1 Northern Peninsular Malaysia were selected for this study. About 49 teacher educators vho are involved as fasilitator for the TTCSS have answered the questionnaire that :onsist of six sections. Two 'teacher educators from each of these four colleges totalling Light were observed teaching and interviewed. Data collected was analysed based on the usual pedagogical norms i.e. content of the curriculum (TTCSS), teaching practices, course-participants and learning, institutional context and education in general. Findings of this study shows that the teacher educators beliefs, values, attitude, professional craft !dge and the teacher educators' individual aims have significant influence on the nentation of the TTCSS at teacher training colleges. The findings also show that exists a wide gap between the aims -of the curriculum and what is being nented. It is suggested that a further study on the implementation and development TTCSS is considered. The knowledge aspect and information related to the teacher tors' thinking need priority in the implementation of any new curriculum in teacher 11g colleges, in order'"ihat the curriculum content and innovation is practised more dively and meaningfully.
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Education , Curriculam planning
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