UPSI Digital Repository (UDRep)
|
![]() |
|
|
Abstract : Perpustakaan Tuanku Bainun |
Malaysia komited terhadap pendidikan inklusif yang berkualiti dan transformatif. Ini dijelaskan melalui lima inisiatif Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 yang selaras dengan ‘Incheon Declaration Education 2030’, menegaskan tentang perlunya pendidikan inklusif dan pembangunan profesional berterusan guru yang berkualiti. Walaubagaimanapun, amalan inklusif didapati tidak konsisten lantaran wujudnya kepelbagaian dan kerumitan praktis, termasuk kepelbagaian etnik, budaya, bahasa, agama dan sistem persekolahan yang mempengaruhi promosi dan pelaksanaan pendidikan inklusif. Kajian ini menyelidiki perspektif guru tentang keperluan pembangunan profesional untuk pelaksanaan program pendidikan inklusif di sekolah rendah. Kajian ini menggunakan pengkaedahan kualitatif, dan data diperolehi dari lima buah sekolah: tiga dengan Program Pendidikan Khas Integrasi (PPKI) dan dua sekolah bukan PPKI. Seramai 25 guru termasuk pemimpin sekolah telah ditemubual secara individu dan 51 guru terlibat dalam lapan kumpulan fokus. Sebanyak sepuluh pemerhatian dilaksanakan sebelum aktiviti temubual individu. Data dianalisis secara tematik menggunakan perisian analisis kualitatif NVivo 11. Penyelidik menghujahkan bahawa pembudayaan aktiviti komuniti pembelajaran profesional, kefahaman tentang pendidikan inklusif, pengukuhan nilai dan sikap positif guru dalam meningkatkan profesionalisme mereka adalah penting untuk meningkatkan amalan inklusif guru. Hasil dapatan dijangka dapat membantu pembangun polisi dan penggubal program pendidikan inklusif dalam menghasilkan modal insan berkualiti. Pihak berkepentingan dalam pendidikan juga dijangka dapat memanfaatkan dapatan kajian ini dalam mempergiatkan komuniti pembelajaran profesional.
Kata Kunci: Komuniti Pembelajaran Profesional, Inklusif, Pembangunan Profesional Berterusan, Pendidikan Inklusif, Pembelajaran Sepanjang Hayat |
References |
Alias, M., Harrington, I., Paimin, A. N., Sern, L. C., Foong, L. M., Mohamed, M., & Mohamed, W. A. W. (2016). Understanding Current Situations: Facilitating Inclusive Education Implementation. Advanced Science Letters, 22(5-6), 1677-1682. https://doi.org/10.1166/asl.2016.6727 Allan, K. (2015). Personal and Professional Development: Becoming an Inclusive Practitioner. The STeP Journal, 2(3), 59-69. https://ojs.cumbria.ac.uk/index.php/step/article/view/260 Armstrong, D., Armstrong, A. C., & Spandagou, I. (2011). Inclusion: by choice or by chance? International Journal of Inclusive Education, 15(1), 29-39. https://doi.org/10.1080/13603116.2010.496192 Bailey, L., Nomanbhoy, A., & Tubpun, T. (2015). Inclusive education: teacher perspectives from Malaysia. International Journal of Inclusive Education, 19(5), 547-559. https:// doi: 10.1080/13603116.2014.957739 Barber, M., & Mourshed, M. (2007). How the world's best-performing schools systems come out on top. McKinsey & Company. Baumert, J. and Kunter, M. (2013) 'The COACTIV model of teachers’ professional competence', in Cognitive activation in the mathematics classroom and professional competence of teachers (pp. 25-48). Springer. Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools (M. Vaughn, Ed.). Centre for Studies on Inclusive Education (CSIE). Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. https://doi.org/10.3102/0013189X033008003 Brodie, K. (2013). The power of professional learning communities. Education as Change, 17(1), 5-18. https://doi.org/10.1080/16823206.2013.773929 Bouwmans, M., Runhaar, P., Wesselink, R. and Mulder, M. (2017). Fostering teachers' team learning: An interplay between transformational leadership and participative decision-making?, Teaching and Teacher Education, 65, 71-80. https://doi.org/10.1016/j.tate.2017.03.010 Chen, W.-L., Elchert, D., & Asikin-Garmager, A. (2018). Comparing the effects of teacher collaboration on student performance in Taiwan, Hong Kong, and Singapore. Compare: A Journal of Comparative and International Education, 1-18. https://doi: 10.1080/03057925.2018.1528863 Clark, A. M., Zhan, M., Dellinger, J. T., & Semingson, P. L. (2023). Innovating Teaching Practice Through Professional Learning Communities: Determining Knowledge Sharing and Program Value. Sage Open, 13(4). https://doi.org/10.1177/21582440231200983 Clough, P., & Corbett, J. (2000). Theories of Inclusive Education: A student's guide. SAGE Publications Ltd. Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (International Student Edition) (4th ed.). SAGE Publications Inc. Darling-Hammond, L., & Bransford, J. (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons. Day, C., Sammons, P., & Stobart, G. (2007). Teachers matter: Connecting work lives and effectiveness. Open University Press. Desimone, L. M. (2011). A primer on effective professional development. Phi Delta Kappan, 92(6), 68-71. https://doi.org/10.1177/003172171109200616 Doveston, M. (2005). Review of Inclusive education: readings and reflections. European Journal of Special Needs Education, 20(2), 244-246. Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56(1), 20-38. https://doi.org/10.1111/j.1467-8527.2007.00392.x Farrell, P. (2000). The impact of research on developments in inclusive education. International Journal of Inclusive Education, 4(2), pp. 153-162. https://doi.org/10.1080/136031100284867 Gibson, S. (2015). When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities. International Journal of Inclusive Education, 19(8), 875-886. https://doi.org/10.1080/13603116.2015.1015177 Graham, P. (2007). Improving Teacher Effectiveness through Structured Collaboration: A Case Study of a Professional Learning Community. RMLE Online, 31(1), 1-17. https://files.eric.ed.gov/fulltext/EJ801113.pdf Hadar, L., & Brody, D. (2010). From isolation to symphonic harmony: Building a professional development community among teacher educators. Teaching and Teacher Education, 26(8), 1641-1651. https://doi.org/10.1016/j.tate.2010.06.015 How, R. P. T. K., & Ishak, M. Z. (2021). Empowering Teachers’ Commitment: How Do Six Dimensions of Sustainable Leadership Play A Role? Memperkasakan Komitmen Guru: Bagaimanakah Enam Dimensi dalam Kepimpinan Lestari Memainkan Peranan?. Management Research Journal, 10(2), 49–64. https://doi.org/10.37134/mrj.vol10.2.4.2021 Iksan, Z., Hamjah, S. H., Puji, T. I. Z. T., & Saper, M. N. (2016). Kualiti ilmu berasaskan kesahan dan kebolehpercayaan data dalam penyebaran ilmu Islam: Perbincangan berasaskan kajian kualitatif. Jurnal Hadhari, 8(1), 13-30. http://journalarticle.ukm.my/10417/1/14120-38804-1-SM.pdf Jelas, Z. M., & Mohd Ali, M. (2014). Inclusive education in Malaysia: Policy and practice. International Journal of Inclusive Education, 18(10), 991-1003. https://doi.org/10.1080/13603116.2012.693398 Kelly, J., & Cherkowski, S. (2015). Collaboration, collegiality, and collective reflection: A case study of professional development for teachers. Canadian Journal of Educational Administration and Policy, 169, 1-27. https://files.eric.ed.gov/fulltext/EJ1063374.pdf Kementerian Pendidikan Malaysia. (2013). Malaysian Education Blueprint 2013-2025 (Preschool to Post Secondary Education). Putrajaya: KPM. Krishnasamy, V., & A. Hamid, A. H. (2024). Pengaruh kepimpinan instruksional pemimpin pertengahan terhadap amalan komuniti pembelajaran profesional guru Bahasa Inggeris. Malaysian Journal of Social Sciences and Humanities (MJSSH), 9(4). https://doi.org/10.47405/mjssh.v9i4.2703 Manan, A. F. A., Mohd Nor, M. Y., & Othman, N. (2023). Pengaruh kepimpinan transformasional pengetua terhadap tahap motivasi guru sekolah menengah mengikut kluster di daerah Kuantan. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(7), https://doi.org/10.47405/mjssh.v8i7.2160 Meissel, K., Parr, J. M., & Timperley, H. S. (2016). Can professional development of teachers reduce disparity in student achievement? Teaching and Teacher Education, 58, 163-173. https://doi.org/10.1016/j.tate.2016.05.013 Messiou, K. (2017). Research in the field of inclusive education: time for a rethink? International Journal of Inclusive Education, 21(2), 146-159. https://doi.org/10.1080/13603116.2016.1223184 Mizell, H. (2010). Why professional development matters. L. Forward. https://learningforward.org/docs/pdf/why_pd_matters_web.pdf. Muijs, D. R., Kyriakides, L., van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art: teacher effectiveness and professional learning. School Effectiveness and School Improvement, 25(2), 231–256. https://doi.org/10.1080/09243453.2014.885451 Pijl, S.J., Meijer, C.J. and Hegarty, S. (1997) Inclusive education: A global agenda. Psychology Press. Prosser, J., & Loxley, A. (2007). Enhancing the Contribution of Visual Methods to Inclusive Education. Journal of Research in Special Educational Needs, 7(1), 55-68. https://doi.org/10.1111/j.1471-3802.2007.00081.x Rosmalily, S. & Woollard, J. (2019). Towards Inclusive Training for Inclusive Education (Teachers’ Views about Effective Professional Development for Promoting Inclusive Education). In L. G. Chova, A. L. Martínez, & I. C. Torres (Eds.), INTED 2019 Conference Proceedings. (pp. 973-981). IATED Academy. https://doi.org/10.21125/inted.2019.0324 Salleh, R., & Woollard, J. (2019). Inclusive education: Equality and equity (Teachers’ views about inclusive education in Malaysia’s primary schools). Journal Pendidikan Bitara UPSI, 12(Special), 72-83. https://ejournal.upsi.edu.my/index.php/JPB/article/view/3070 Salleh, R. (2023). Changing Emotions before Changing Ways: Leadership and Guidance to Improve Teachers Inclusive Practice. International Online Journal of Educational Leadership, 7(1), 34-50. https://mojes.um.edu.my/index.php/IOJEL/article/download/42286/16098 Speck, M. (1999). The principalship: Building a learning community. Prentice-Hall. Thomson, C. (2013). Collaborative consultation to promote inclusion: voices from the classroom. International Journal of Inclusive Education, 17(8), 882-894. https://doi.org/10.1080/13603116.2011.602535 Timperley, H. (2011). Realizing the power of professional learning. McGraw-Hill Education. Tompkins, R. and Deloney, P. (1995) 'Inclusion: The Pros and Cons', Issues… about Change, 4(3). https://sedl.org/change/issues/issues43.html Tyagi, R. S. (2010). School-Based Instructional Supervision and the Effective Professional Development of Teachers. Compare: A Journal of Comparative and International Education, 40(1), 111-125. https://doi.org/10.1080/03057920902909485 UNESCO. (2015). 2015 NGO Forum Declaration: Towards the Right to Inclusive Quality Public Education and Lifelong Learning Beyond 2015. World Education Forum. https://unesdoc.unesco.org/ark:/48223/pf0000233243 United Nations Department of Economic and Social Affairs (UNDESA). (2015). Sustainable Development Goal 4. United Nations Department of Economic and Social Affairs (UNDESA). https://sustainabledevelopment.un.org/sdg4 Waitoller, F. R., & Kozleski, E. B. (2013). Working in boundary practices: Identity development and learning in partnerships for inclusive education. Teaching and Teacher Education, 31, 35-45. https://www.learntechlib.org/p/202172/ Walter, C., & Briggs, J. (2012). What professional development makes the most difference to teachers? Oxford University Press. Winter, E. and O’Raw, P. (2010). Literature Review of the Principles and Practices relating to Inclusive Education for Children with Special Educational Needs. https://ncse.ie/wp-content/uploads/2014/10/NCSE_Inclusion.pdf Zainal, S., Hassan, Wan Hassan F. M. W., & Abdullah, M. Y. (2022). Amalan kepimpinan instruksional pengetua dan motivasi guru di sekolah menengah kebangsaan daerah Melaka tengah. Jurnal Kesidang, 7(1), 237-247. http://www.unimel.edu.my/journal/index.php/JK/article/viewFile/1185/951 |
This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |