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Kualiti guru Malaysia

Ismail, Nik Ahmad Hisham and Abd Hamid, Siti Rafiah (2010) Kualiti guru Malaysia. In: Kualiti Guru Malaysia. USM Press, Kuala Lumpur. (Unpublished)

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    Abstract

    Demand for human capital put the pressure on governments all over the world to invest in the education improvement. Improving both the quantity and quality of education in terms of developing human capital required essentially a number of inputs, one of which is the quality teacher. It is believed that among the inputs the teacher was the most important single factor in the development of human capital particularly at the early stage. To ensure that Malaysia produces quality human capital, teacher quality in the education system must be a priority.Education plays an important role in human capital development to meet the needs of becoming a developed country in the 21st century. Human capital needed by our country are those able to think critically and creatively, obtained problem solving skill and able to compete and adapt in the changing global environment (Marzita, 2006). With this in mind, researchers have conducted a survey using the six instruments to find the perceptions of the teacher education administrators, education service administrators, teachers, students and parents on the teacher quality in Malaysia.The majority of studies on teacher quality have been done in the west and, although useful, they do not necessarily reflect the cultural and social milieu of Asian or specifically Malaysian society. In general previous studies on teacher quality in Malaysia were small in scale and restricted in the category of stakeholders surveyed. By working with a large sample involving several states in Malaysia, and by including the widest range of stakeholders in education we have tried to fill a gap in the existing literature.It was felt that a comprehensive study on Malaysian teacher quality would help place teacher education on a sound basis by ensuring that the teachers who graduate from our universities and training institutes and those undergoing teacher professional development programs fulfil the needs and requirements of the stakeholders in education.This collaborative effort by researchers from several Malaysian universities that is Universiti Malaya (UM), Universiti Sains Malaysia (USM), International Islamic University Malaysia (IIUM),Universiti Teknologi MARA (UiTM), Universiti Teknologi Malaysia (UTM), Universiti Tun Hussein Onn Malaysia (UTHM), and Universiti Utara Malaysia (UUM) also benefited from the wide range of research expertise and cross-disciplinary perspectives of team members. Our aim was to determine a model of teacher quality in Malaysia that would act as a guideline and framework of xi teacher education in this country. Our emphasis was on practical application of the findings in ongoing programmes.The methodology for our study was quantitative, but the authors also received written feedback from respondents regarding their suggestions for improving teacher quality in Malaysia. These comments and answers to open-ended questions further strengthened and informed the quantitative findings from the survey questionnaire. No doubt, ensuring teacher quality will always be a work in progress. The researchers hope this volume will add to the growing body of academic research on teacher quality and that it will illuminate current practice and inform implementation. Furthermore, there is scope for other researchers in extending the study to higher education and also to investigate the quality of trainers in the public administration field. We hope this pioneering work will help educationists and policy makers in their efforts to ensure the highest teacher quality in Malaysia.This research mainly focuses on the characteristics of quality teachers based on several important dimensions which were highlighted in previous findings and literature reviews. Based on the past research, within the present study four main aspects were selected as the dimensions to assessed teacher quality, which were teachers’ fundamental quality, personal quality, knowledge and skills quality, and citizenship quality.

    Item Type: Book Section
    Subjects: L Education > LC Special aspects of education > LC1390 Education of special classes of persons
    L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
    L Education > LC Special aspects of education > LC65 Social aspects of education
    L Education > LC Special aspects of education > LC8 Forms of education
    Kulliyyahs/Centres/Divisions/Institutes: Institute of Education (INSTED)
    Depositing User: Dr Siti Rafiah Abd Hamid
    Date Deposited: 24 May 2012 12:12
    Last Modified: 30 Apr 2013 11:08
    URI: http://irep.iium.edu.my/id/eprint/21558

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