Name:

Group:

Nurulhuda binti Abdullah/ 810727-016172

PPG June 2011 Cohort 1 (TESL 3)

Curriculum Studies (TSL 3143)

PART 2 : Written Essay
INTRODUCTION
A teacher's role involves more than simply standing in front of a classroom and lecturing. In
fact, even though a teacher spends the majority of the day in the classroom, the actual
teaching component is only part of the job. An effective teacher understands that teaching
involves wearing multiple hats to ensure that the school day runs smoothly and all students
receive a quality education. Instead of just lecturing in the classroom, teachers are
facilitators of learning, providing students with the information and tools they need to master
a subject. At times, teachers act like tutors, working with small groups of students or
individual students within the classroom or after class. Teachers also play the role of
evaluators,

constantly

assessing

students'

abilities

through

formal

and

informal

assessments, providing suggestions for improvement and assigning grades. Teachers have
the opportunity and the responsibility to expand their role to that of cognitive and affective
physician in the classroom, diagnosing learning and social ailments and offering courses of
healing. Such an approach to teacher/student roles focuses on the learner as a potential
responsible member of society, and concentrates primarily on helping him or her to develop
the critical-thinking and problem-solving skills necessary if he/she is to make a positive
contribution to that society. We cannot "sit on the fence" and let the world look after itself. In
short, teachers are agents of social change, and must respect themselves as such. They
must also take on the responsibility that this involves. As we will be discussing, teacher is an
agent of social change, and has a responsibility to model society in the classroom, and to
promote an ethical learning curriculum in addition to cognitive and affective ones.
TEACHER AS AGENT OF CURRICULUM CHANGE
Teachers play an important role in the implementation of a curriculum innovation. Without the
active involvement of teachers, curriculum goals are difficult to achieve the planned.
Generally, the involvement of the teachers in the process of implementation the innovation in
school curricula is different besides the various challenges and obstacles in implementing it
effectively. Among these barriers is the attitude of some teachers who always likes
confrontation with the school although the necessary facilities have been met by the school
administration. In the same time, the implementation of innovation, also face the obstacles
due to the existence of feelings of anxiety, conflict, restlessness and difficulty for teachers to
change existing practices to new practices. Even still, there are also barriers in terms of
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psychology such as lack of confidence in the use of sophisticated tools including electronic
equipment and computer technology and telecommunications. The aspects of teachers'
commitment to implement the innovation in the classroom also affect the total extent of the
involvement of teachers as agents of transformation of the curriculum. Aspects of these
commitments will affect the perception of teachers in the implementation of the innovation
itself. Next, the perception will influence the attitudes and behavior of teachers in the
teaching and learning process. Although there are problems in the implementation of
innovation, as a country that is moving forward era and has a vision to achieve world-class
education level, Malaysia continues several innovations introduced the school curriculum in
order to achieve these goals. It includes the implementation of Smart Schools, Smart Lab,
School Net Project and so on. However, many hurdles must be passed in terms of
implementation, especially to get the support and commitment of teachers. Teachers may be
a bit of discomfort with curriculum changes and innovations introduced mainly involving
teaching and this will change their role in the classroom. In order to realize the
transformation of curriculum innovation in schools there are various challenges faced to
enable its implementation effectively implemented. Demographic background of different
teachers, school location, capacity and capability of teachers in terms of motivation,
attitudes, knowledge and skills will determine the readiness of teachers in implementing the
innovation itself. Teacher motivation is the variable that becomes an important issue in the
implementation, innovation in schools. Previous studies concluded that many works, the
competence of teachers and how teachers respond to their educational practice will be more
effective if they are a high level of motivation. Teachers are motivated in this context refers to
educators who have high ability in executing their duties effectively, competitive, creative,
positive and focus on achieving educational goals. In addition, highly motivated teachers will
always have the urge intrinsic and extrinsic which enable them to generate ideas and always
helps the school organization regardless of the deadline. The question is whether teachers
have the motivation that can propel transformation and further strengthen the curriculum in
total. Describes the common view that most teachers feel uncomfortable against the
introduction of an innovation in school for fear that such a change would interfere with the
comfort and affect their functions and roles of either direct or indirect, particularly those
related to teaching and learning. This occurs because an increase in teachers' duties
following the introduction of an innovation will evoke emotional distress among some
teachers. Emotional disturbances and high stress levels are influenced by their inability to
competitive action on this innovation. If the pressure is continuous then the motivation of the
teachers will be affected and the likely relationship between teachers and students and
fellow teachers will be tenuous. Eventually this may affect the level of self-development of
the teacher itself and teacher effectiveness in carrying out daily tasks in school. In the same
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time also found that low teacher motivation levels tend to oppose an innovation due to low
self-esteem and a sense of isolation in schools. These conditions, among others, also due to
the attitudes of school administrators themselves were sometimes less often ignore them
and ask for the teacher's views with regard to the implementation of an innovation. The
second issue which characterizes the transformation of curriculum innovation in schools
involving teachers' attitudes generally, this issue can be reviewed by a number of factors that
hinder active involvement of teachers in curriculum transformation process. Among them is
the inertia factor that teachers already feel comfortable and satisfied with what is being
experienced, therefore they do not want to change. There are threatened with whenever a
change occurs, the individual teachers feel less safe in the incidence of incertitude to do
something new changes. Finally, there is the factor of time and convenience. Few teachers
often hide behind the complaints that they have less time and there is no facility to justify the
reason for the refrain from being involved in the implementation of an innovation. The next
issue is focused on the knowledge and professional skills that are important in ensuring the
effectiveness of the curriculum transformation. This is because the control of teachers in
these aspects can drive them to discharge their duties effectively from time to time. In this
context, the determination to act proactively based on knowledge and skills and the ability to
manifest their knowledge and skills in the form of behavior is the ultimate thing that should
be emphasized by the educators towards realizing curriculum innovations and implications
for teaching or innovation that has been done to their students. Implementation of innovation
is inhibited if the authority considers education as a necessity of educational innovation,
while the teacher saw it on the opposite viewpoint. Curriculum innovation process should
also be able to change and bring new paradigm shift that is transforming from a tendency in
the process of implementation of emphasis on the technical aspects such as the provision of
equipment and training on aspects related to the development of teacher behavior, norms,
attitudes and changes in school culture. Schools must be willing to change with time. Trends
in curriculum change in Malaysia has grown rapidly in recent decades and is expected to
continue in line with the changing needs of mainstream education and global. Therefore,
educators, no matter in which position and should also be taking the opportunity to enhance
the national curriculum at the school level and also can make our education system sat
together and stand tall in the international world of education.