Thursday, July 27, 2017

Jiwa Educator

THE PRIMARY SCHOOL ADMINISTRATORS’ UNDERSTANDING OF THE  CONCEPT OF THE JIWA EDUCATOR

Sazali Yusoff (Ph.D)
Ahmad Sukari Mohamad (Ph.D)
Siti Rohani Mohd Zain (Ph.D)
Abdul Razak Othman (Ph.D)


  Every teacher should possess an attribute of the jiwa educator corresponds to the aspiration stipulated in the National Philosophy of Education and mission statement of Teacher Education Institute in Malaysia. This is to ensure the sustainability of a more excellent education. Studies have shown that a teacher who is responsible and facilitates learning process with her mind and soul has greater impact on student learning compared to someone who merely teaches for monetary purpose. Based on experiences as a teacher and an administrator in primary schools, this article attempts to explore deeper the understanding of the concept and practices of the jiwa educator among school administrators. Semi-structured and structured interviews were carried out to school headmasters and senior assistants in Penang to elicit responses related to understanding and practices of the jiwa educator. The result shows that the school headmasters were positive towards the concept of jiwa educator. The practices of the jiwa educator can be observed from the perspectives of professional skills and distinctive personality characteristics such as competent in teaching methodology and content knowledge, levels of commitment and consistency in performing tasks and duties, being conscientious, willingness to sacrifice, communicate caring towards students,  be a role model of positive behaviors, ability to guide and effectively instill good manners in students. This study also highlights the importance of spiritual values as a fundamental basis for the development of the jiwa educator.


 Key words: jiwa educator, primary school administrator, spiritual values

CLiPLAS

CLASSROOM IMPROVEMENT PROGRAM : LECTURER ATTACHMENT SCHEME (CLIPLAS)

Sazali Yusoff, Mohamad Nasir Othman, Auzait Shamsudin 

Institute of Teacher Education Tuanku Bainun Campus (IPGKTB) 

Penang Malaysia


Abstract

The aim of this study was to explore indigenous knowledge in learning theory. The study employs an action research approach whereby a group of lecturers of Malaysian Institute of Teacher Education were the subjects and also as researchers. The program was conducted in three phases namely school background study, lesson plan preparation and classroom teaching. Lecturers were attached to schools for about two months to conduct the study. In the first phase, lecturers were assigned to gather as much information on the school background including the pupils and teachers attributes and learning styles. Second phase was merely focusing on preparing a lesson plan with lesson study technique. Third phase of the study was teaching in the classroom conducted by lecturers themselves. The study used qualitative method in collecting the data such as interviews, observation and focused discussion.

Keywords : CLIPLAS, Indigenous knowledge, Lecturer Attachment Scheme & lesson study

This paper was presented at 4th ELLTA 2017 Conference which was held on 25 - 27 July 2017 at Asian Institute of Technology, Bangkok, Thailand

4th ELLTA 2017 - Bangkok

4th Exploring Leadership and Learning Theories in Asia (ELLTA) 2017 Conference. 
25 - 27 July 2017
Asian Institute of Technology, Bangkok

Institute of Teacher Education Malaysia Tuanku Bainun Campus delegates comprise of 4 lecturers presented two research papers.

1.  THE PRIMARY SCHOOL ADMINISTRATORS’ UNDERSTANDING OF THE CONCEPT OF THE JIWA EDUCATOR.

2.  CLASSROOM IMPROVEMENT PROGRAM : LECTURER ATTACHMENT SCHEME (CLIPLAS) 


L-R:  Dr. Nasir, Dr. Rohani, me, Dr. Razak and Dr. Auzait




A group photo after chairing the session





With Dr. Jonathan Shaw, AIT Executive Director