Chapter 8:

Development of
Teacher Skill,
Professionalism and
Lifelong Learning
 Introduction
The development teacher professionalism is vital to
maintain the quality of teaching and learning.

Teacher will be able to develop their professionalism

through:-

Lifelong learning concept

Personal learning plan
Reading culture
Research culture
Reflective culture
Lifelong Learning

Context (teachers):

proactive effort to acquire, increase or

update and improve knowledge, skills and
competency formally or informally for
personal improvement as well as for career
and professional development.
 Self
Directed
Learning

Collaborative Design of
and Learning on
Organizational Lifelong Demand
Learning Learning

Informal
Learning
 Self Directed Learning
Directed by the teacher.

Occurs outside the classroom which is

related to his/her personal life or profession.

Does not have to depend on teachers

specific teaching (directing own learning).
Learning on Demand

Is a learning of basic skills relevant to the

teachers job.

Student - centered
 Informal Learning
Is not limited to learning on formal
educational institutions only.
Can occur at home, community, workplace.
Normal (1993) features of lifelong
learning.
is not an individual activity
is a fun activity
continuous throughout life
Collaborative and Organizational Learning

Based on the fact that thinking and learning

are the result of an interaction with the
surrounding.
 Importance of Lifelong Learning
Allows a teacher to enhance knowledge,
skills, and competencies to achieve self
satisfaction.

Increase social participation.

Active involvement in the community,

 Issues of Lifelong Learning
Lack of reading habits among Malaysians.

Lack of reading materials & access to

information technology and communication.

Lack of interest to enhance knowledge.

 Personal Learning Plan
Is one of the ways to systematically recognise &
record personal and professional progress.

Allows teachers to find ways and means to achieve

the targets recorded.
Who Needs this?
Every teacher

Why is needed?
Evaluate the mastery of knowledge.

Compare the level of current knowledge.

Identify gaps / limitations.

Set a goal & time frame to achieve the target.

Plan on how to achieve the objectives set.

 How it is prepared?

Using SWOT (strength, weakness, opportunity

and threat).

Using SMART (specific objectives, measurable,

achievable and considering resources & time
acquired).
Reading Culture
Reading is not just limited through books,
magazines and newspapers (hard copy) yet
through reading various internet can do.

Why Teacher Needs to Read?

Development of education (requires)
Teacher as a role model to students
 How to Cultivate Reading Habit
Bring a book everywhere you go
Allocate 10 min everyday.
Fill your leisure time with reading.
Visit book fairs.
Prepare a list of reading material that you
have identified and make a note to get it.
 Research Culture
Research is an effort to generate new knowledge by
collecting and analyzing information about a related
topic.

Research process lead to high thinking and analysis

level to train us to become more sensitive and
critical thinking.

Allows us to uncover many new things that allow us

to propose a more action to the latest and
appropriate.
Rational of Teacher as A Researcher
To improve the
curriculum

Enable teachers
To promote
to identify issues
change in schools
and problems
 Cultivating Research Culture
Among teachers :-

support from the administration and

management.

a pro-active management should reduce

workload of teachers.
 Action Research (Effective for teachers)
Action Research - first introduced by Kurt Lewin(1946)

known as a study design used to evaluate teaching

practices.

Is a self- reflective process of re- evaluating own actions

to find the reason why.

(1989) introduces to the teaching college lecturers

(1995) included in the curriculum for postgraduate
(DPLI) & (KPLI).
(2006)- as core subject under Bachelor of Teaching
(PISMP)
 Reflective Culture
Ability to make transformations and reflections
allows a teacher to always learn and understand
something new (education context)

Hanipah (1999) :- reflective process involves such

activities as :

- Self reflect
- Making analysis
- Looking for a reason
- Making suggestions and actions for self
improvement
 Concept of Reflective Culture
Reflective thinking culture help teachers to balance
their beliefs with students needs.

Teachers become more aware and critical about their

teaching practices.

Thus, quality of teaching and learning can be gradually

improved.
Process of Reflective Teaching
Reflective teaching can occur in 2 ways :-
Writing Reflective Journal
Portfolio Management
Concept (Writing Reflective Journal)

Continuous record of the events /

problems/achievements or areas that need to
be emphasized.

Provide opportunity (teachers) to

understand the cause of an action / choice
made.
 Concept (Portfolio Management)

Collection of documents that provide insight

into a professional in terms of knowledge,
skills, experience, qualifications, goals and
achievements.

Collection of students work that provides an

overview of the history of the students effort
and achievement.
 Purpose of Portfolio
Provide opportunity for trainee teachers to
document the skills and knowledge gained
through experience .

Encourage students to review and analyze

systematically their learning strategies.

Provide feedback about the effectiveness of the

curriculum.

Basis for making decisions and setting goals of

teaching and learning
 Characteristics of a Portfolio

Goals that vary from time to time.

Must be updated every time.

Contains information that describes the

occurrence of progress and development.
 Types of Portfolio

Work
portfolio

Product Documentary
portfolio portfolio
 Types of Reflective Writing
Descriptive Writing (write date, place without
any explanations)

Descriptive Reflection (clear explanations

given)

Reflective Dialogue (monologue)

Critical Reflective (effective tool-novice

teachers)