Are they ready to Become Educators? A Self-Assessment among Bachelor of Education (Sport Sciences & Physical Education) Undergraduates, Sultan Idris Education University, Malaysia

Nor Aijratul Asikin Mohamad Shalan

QR Code Link :
Type :	article
Subject :	H Social Sciences (General)
Main Author :	Nor Aijratul Asikin Mohamad Shalan
Additional Authors :	Norhazira Abdul Rahim Nurul Insana Sabudin Julismah Jani Mohd Izwan Shahril
Title :	Are they ready to Become Educators? A Self-Assessment among Bachelor of Education (Sport Sciences & Physical Education) Undergraduates, Sultan Idris Education University, Malaysia

Place of Production :	Tanjong Malim
Publisher :	Fakulti Sains Sukan dan Kejurulatihan
Year of Publication :	2019
Corporate Name :	Universiti Pendidikan Sultan Idris

Abstract : Universiti Pendidikan Sultan Idris

A good quality of educator is probably the most critical part of learning process. Considering this, the fresh graduates’ teacher must possess the competency in various areas to prepare with the challenges of the 21st century. The aim of this study is to determine the readiness level of Bachelor of Education (B. Ed) final year undergraduates to become educators. The self-assessment survey was designed in accordance with the Malaysian Teachers’ Standards, which explore the knowledge and skills on program learning outcome (PLO), moral values, information & communication technology (ICTs), language, soft skills, teaching & facilitation and assessment & evaluation (A&E). The respondents were the final year undergraduates in Sultan Idris Education University (UPSI), Malaysia in academic year of 2018. Results indicated that the final year undergraduates were ‘ready’ to become educators for 6 out 8 attributes, whereas they were still ‘approaching readiness’ for Language Skills and A&E. This may suggested that the final year undergraduates have a higher readiness level for most of the basic knowledge and skills as educators. However to become a competence educator, they need to have a strong knowledge and skills on both language and A&E skills as they are essential elements in the learning process.

References

1. Anuar, A. A., & Esa, A. (2010). Penerapan Kemahiran Insaniah di Pusat Giat MARA (PGM): Satu Analisis Perbandingan” dalam A. Esa & MZ Mustafa [eds]. Kemahiran Insaniah: Kajian di Institusi-institusi Pengajian. Batu Pahat, Johor. Penerbit Universiti Tun Hussein Onn Malaysia, p. 1-19.

2. Baker, P. H. (2002), The role of self-efficacy in teacher readiness for differentiating discipline in classroom settings, p.46. Unpublished dissertation.

3. Bauml, M. (2009). Examining the unexpected sophistication of preservice teachers’ beliefs about the relational dimensions of teaching. Teaching and Teacher Education, 25(6), 902e908

4. Bandura, A. (1995). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist. 28(2), 117-148.

5. Bourgonje, P., & Tromp, R. (2011). Quality educators: An international study of teacher competences and standards. Oxfam Novib Educational International.

6. Coolahan, J. (2003). Attracting, Developing and Retaining Effective Teachers: Country Background report for Ireland. Dublin: Stationery Office.

7. Giallo, R. & Little, E. (2003). Classroom behavior problems: The relationship between preparedness, classroom experiences and self efficacy in graduate and student teachers. Australian Journal of Educational and Developmental Psychology,3, 21- 34.

8. Gebre, E., Saroyan, A., & Bracewell, R. (2014). Students' engagement in technology rich classrooms and its relationship to professors' conceptions of effective teaching. British Journal of Educational Technology, 45(1), 83-89.

9. İnceçay, G., & Dollar, Y. K. (2012). Classroom management, self-efficacy and readiness of Turkish pre-service English teachers. ELT Research Journal, 1(3), 189-198.

10. Jani, J., Shariff, A. R. M., Salimin, N., Shahril, M. I., Rasyid, N. M., Jusoh, N., Lee, J. L. F., Elumalai, G., Mohamad, N. I. & Madon, M. S. (2016). Evaluation on the implementation of Bachelor Education Programme, Faculty of Sport Science and Coaching. Journal of Sport Science and Physical Education, Malaysia, 5(1), 77-94.

11. Jani, J., Muszali, R., Nathan, S., & Abdullah, M. S. (2018). Blended Learning Approach Using Frog VLE Platform Towards Students’ Achievement in Teaching Games for Understanding. Journal of Fundamental and Applied Sciences, 10, 1130-1141.

12. Kementerian Pendidikan Malaysia (2012). Preliminary Malaysia Education Blueprint 2013-2025. Available from http://www.moe.gov.my/userfiles/file/PPP/Preliminary-Blueprint-Eng.pdf.

13. Kementerian Pendidikan Malaysia (2009). Standard Guru Malaysia. Malaysia: Dewan Bahasa dan Pustaka.

14. Kozma, R. B., & Voogt, J. (2003). Technology, innovation, and educational change: a global perspective: a report of the Second Information Technology in Education Study, Module 2. ISTE (Interntl Soc Tech Educ).

15. Ngang, T. K., Hashim, N. H., & Yunus, H. M. (2015). Novice Teacher Perceptions of the Soft Skills Needed in Today's Workplace. Procedia-Social and Behavioral Sciences, 177, 284-288.

16. Ngang, T. K., Yunus, H. M., & Hashim, N. H. (2015). Soft skills integration in teaching professional training: Novice teachers’ perspectives. Procedia-social and behavioral sciences, 186, 835-840.

17. Pachauri, D., & Yadav, A. (2014). Importance of soft skills in teacher education programme. International Journal of Educational Research and Technology, 5(1), 22-25.

18. Pannan, L. J., & Legge, K. A. (2016). „A Blended Learning Model and a Design Model Combine to Support Academics in Pedagogical Redesign of the Curriculum.“.Show Me The Learning. Proceedings ASCILITE, 487-497.

19. Paraskeva, F., Bouta, H. & Papagianni, A. (2008). Individual characteristics and computer selfefficacy in secondary education teachers to integrate technology in educational practice. Computers & Education, 50, 1084-1091.

20. Pop, C., & Khampirat, B. (2019). Self-assessment instrument to measure the competencies of Namibian graduates: Testing of validity and reliability. Studies in Educational Evaluation, 60, 130-139.

21. Roth, D. & W. S. Swail (2000). Certification and Teacher Preparation in the United States. Washington: Educational Policy Institute

22. Singht, R. K. T., & Mohamed, R. A. (2012). Secondary students’ perspective on the use of interactive whiteboard for teaching and learning of science in Malaysia. Journal of Education and Practice, 3(7), 9-15.

23. Struyven, K., Dochy, F., & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: A review. Assessment & Evaluation in Higher Education, 30(4), 325-341.

24. Tan, S. M., Kiran, K., & Diljit, S. (2017). Examining school librarians’ readiness for information literacy education implementation. Malaysian Journal of Library & Information Science, 20(1).

25. Zainuddin, Z. (2015). Exploring the potential of Blended Learning and Learning Management System for Higher Education in Aceh. Englisia, 2(2), 70-85.

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.

Back to previous page