|
UPSI Digital Repository (UDRep)
|
|
| ||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| The quality of teaching model includes several important elements such as teaching knowledge, skills and attitudes. This study seeks to discover the level of teaching knowledge of preschool teachers. The methodology of the study is a mix of qualitative and quantitative methods. The instruments used were questionnaires, structured interviews and document analysis. 50 preschool teachers encompassing both private and public preschools answered the questionnaire, and only two preschool teachers were interviewed. The respondents of the study were identified using purposive random sampling. The results of the study found that 56% of teachers emphasised on one method of teaching, while 44% of teachers adopted various methods of teaching to help the children understand the learning content. Besides that, the teachers also chose a teaching method that is suitable to fulfil the learning needs of the children (56%) and fulfull need to learn in groups (54%). An appropriate teaching method was used to capture and retain the chhildren’ attention (56%) as well as improve their ranking and achievement (60%). The interview results found that teachers’ knowledge increased along with their years of experience in the field of early childhood education. From the document analysis on the teachers’ knowledge of planning for teaching and learning, it was found that the RPH of teachers were neat, interesting and simple. Overall, preschool teachers are aware that the method of teaching plays an important role in the teaching and learning process. |
| References |
1. Abdul Halim Masnan. (2014). Amalan Pedagogi Guru Prasekolah Permulaan. Pulau Pinang: Universiti Sains Malaysia. Tesis Doktor Falsafah. 2. Abdul Halim Masnan & Nor Mashitah Mohd Radzi (2016). Pengetahuan persediaan pengajaran guru Prasekolah Baru. International Journal of Early Childhood Education and Care, 5. 3. Abdul Rahim Hamdan, Mohd Najib Ghafar & Lily Ting Hwa Li. (2010). Teaching competency testing among Malaysian school teachers. European Journal of Social Sciences, 12(4), 611-617. 4. Eggen, P. D. & Kauchak, D. P. (2012). Strategies and models for teachers: Teaching content and thinking skills (6th ed.). Boston, MA: Allyn & Bacon. 5. Malaysia Ministry of Education. (2009). Standard Guru Malaysia, Kementerian Pelajaran Malaysia. Akses daripada http://www.ipislam.edu.my/index.php/page/sgm/116/Standard-Guru-Malaysia-SGM. (5/5/2018) 6. Malaysia Ministry of Education. (2017). Standard Kurikulum Prasekolah Kebangsaan Malaysia. Kuala Lumpur: Kementerian Pendidikan Malaysia. 7. Maimun Aqsha Lubis, Wan Nurul Syuhada’ Wan Hassan & Mohd Isa Hamzah (2017). Tahap pengetahuan dan kesediaan guru-guru pendidikan islam sekolah menengah di selangor terhadap penggunaan multimedia dalam pengajaran pendidikan islam. Asean Comparative Education Research Journal on Islam and Civilization (ACER-J), 1(1), 1-13. 8. National Association or the Education of Young Children, NAEYC. (2011). Teaching: Accreditation of programs for young children, standard 3. Washington, DC: NAEYC Accreditation. 9. Reynolds, A. (1992). What is competent beginning teaching? A review of the literature. Review of Educational Research, 62 (1), 1–35. 10. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14. 11. Sufean Hussin (2014). Cabaran Menyeluruh Dalam Pelaksanaan Transformasi Pendidikan Untuk Masa Depan Malaysia. Fakulti Pendidikan, UM. |
| 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. |