Professional and pedagogical competencies of form six geography teachers in Malaysia

Hanifah Mahat

QR Code Link :
Type :	article
Subject :	L Education (General)
Main Author :	Hanifah Mahat
Additional Authors :	Yazid Saleh Mohmadisa Hashim Nasir Nayan Balkhis Norkhaidi Saiyitina
Title :	Professional and pedagogical competencies of form six geography teachers in Malaysia

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

Abstract : Universiti Pendidikan Sultan Idris

This study aims to examine the professional and pedagogical competencies of form six geography teachers in Malaysia. Study involved 200 geography teachers from across Malaysia, separated into five zones; the Northern Zone, the Central Zone, the East Coast Zone, the Southern Zone and the East Malaysia Zone. A questionnaire was used to collect the data. The six variables of professional and pedagogical competence studied were as follows: teachers' understanding of their topics, professional knowledge, subject content knowledge, pedagogical content knowledge, pedagogical technology knowledge and professional values. The findings showed all competencies of professionalism and pedagogy to be at high levels. Specifically, correlations revealed teachers' understanding of topics to have strong, significant relationships with their subject content knowledge, pedagogical content knowledge and pedagogical technology knowledge, and moderate, significant relationships with their professional knowledge and values. Hence, the results indicate that teachers’ professional knowledge and values need to be enhanced in order to achieve the ideal level of professional and pedagogical competence for form six geography teachers in Malaysia

References

1. Ahmad Yunus, K., & Ab. Halim, T. (2010). Pengetahuan Pedagogikal Kandungan (PPK)Pengajaran Akidah?: Kajian kes guru cemerlang Pendidikan Islam. Journal of Islamic and Arabic Education, 2(2), 13–30. (In Malay)

2. Anuar, A. & Nelson, J. (2015). Pengaruh kompetensi kemahiran guru dalam pengajaran terhadap pencapaian akademik pelajar dalam mata pelajaran sejarah. Jurnal Kurikulum & Pengajaran Asia Pasifik, 3(2), 1-11. (In Malay)

3. Babbie, E. (1992). The practice of social research. CA: Wadsworth, Inc. Chuah, B. K., Wan Rozali, W.H. & Joseph, A. (2013). Isu pengajaran pembelajaran Geografi dan amalan refleksi kendiri dalam kalangan guru pelatih Institut Pendidikan Guru Malaysia. Seminar Pendidikan Sejarah dan Geografi 2013, 29 – 30 Ogos 2013, Universiti Malaysia Sabah, Malaysia. (pp 157-170). (In Malay)

4. Cohen, L., Manion, L. & Morrison, K. (2000). Research methods in education (5th. ed.). London and New York: NY Routledge Falmer.

5. Hanifah, M., Shaharudin, I., Mohmadisa, H., Nasir, N., & Yazid, S. (2015). Transforming sustainability development education in Malaysian schools through greening activities. Review of International Geographical Education Online ©RIGEO, 5(1), 78–94.

6. Hasnah, I. & Jamaludin, B. (2017). Kompetensi guru bahasa Melayu dalam menerapkan kemahiran berfikir aras tinggi dalam pengajaran dan pembelajaran. Jurnal Pendidikan Bahasa Melayu, 7(1), 56-66. (In Malay)

7. Ibrahim, S. S. & Mohammed, S. (2012). Standard Kompetensi Guru Malaysia (Malaysia Teacher Competency Standard). Research Report. Universiti Malaya. Retrieved fromhttp://repository.um.edu.my/25208/1/STANDARD%20KOMPETENSI%20GURU %20MALAYSIA%20Saedah%20Siraj%20%26%20Mohammed%20Sani%20Ibrahim.pdf (In Malay)

8. Kandemir, A. M. (2016). The investigation of preservice mathematics and primary education teachers’reflective thinking levels according to some variables. Education Sciences (NWSAES), 10(4), 253-275. https://doi.org/10.12739/NWSA.2015.10.4.1C0646

9. Kementerian Pelajaran Malaysia. (2016). Etika dalam Profesion Keguruan. Putrajaya: Bahagian Pendidikan Guru, Kementerian Pelajaran Malaysia. (In Malay)

10. Kementerian Pendidikan Malaysia. (2009). Standard Guru Malaysia. (B. P. Guru, Ed.). Putrajaya: Kementerian Pendidikan Malaysia. (In Malay)

11. Kementerian Pendidikan Malaysia. (2017). Instrumen Standard 4: Pembelajaran dan Pemudahcaraan (Sekolah). Putrajaya: Kementerian Pendidikan Malaysia. (In Malay)

12. Koehler, M., Mishra, P. & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK). The Journal of Education, 193(3), 13–19.

13. Krejcie, R.V., & Morgan, D.W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.

14. Landell K. (1997). Management by menu. London: Wiley & Sons Inc.

15. Lyle, S. M. & Signe, S. M. (1993). Competence at work, models for superior performance. New York: John Wiley & Sons, Inc.

16. Majlis Peperiksaan Malaysia. (2012). Peperiksaan Sijil Tinggi Persekolahan Malaysia. (STPM) Geografi. Sukatan Pelajaran dan Kertas Soalan Contoh. Kuala Lumpur: Majlis Peperiksaan Malaysia. Retrieved from https://www.moe.gov.my/images/pemberitahuan/standard%20guru%20malaysia%20- %202009.pdf (In Malay)

17. Mohammad Rusdi, A. M. (2017). Pengetahuan teknologi pedagogi kandungan dan kreativiti pengajaran dalam kalangan guru Bahasa Arab di Malaysia. (PhD Thesis). Fakulti Pendidian, Universiti Malaya. (In Malay)

18. Mohd Faiz, M.Y. & Jamal@Nordin, Y. (2016). Model pengukuran kompetensi kerja guru. International Seminar on Generating Knowledge Through Research, UUM-UMSIDA, 25- 27 October 2016, Universiti Utara Malaysia, Malaysia. Retrieved from http://ojs.umsida.ac.id/index.php/icecrs. (In Malay)

19. Mohd Faris, D., Mohmadisa, H. & Mohd Suhaily Yusry, C. N. (2013). Geographic literacy among university student's in Peninsular Malaysia. Geographic Education in Malaysia. Department of Geography and Environment.

20. Nazli, G. (2009). The problems of geography education and some suggestions. Kuram ve Uygulamada E?itim Bilimleri / Educational Sciences: Theory & Practice, 9(2), 757-768

21. Rohayati, I., Ahmad Fauzi, M. A., & Othman, T. (2012). Hubungan antara kompetensi guru, sokongan dan prasarana sekolah dengan sikap guru terhadap penggunaan teknologi maklumat dan komunikasi dalam pengajaran dan pembelajaran. Jurnal Pendidikan Sains & Matematik Malaysia, 2(1), 51-64. (In Malay)

22. Samuel, A., Ojih, E. & Linus, U. (2014). Competency gaps among geography teachers in the teaching of geography mapwork in secondary schools in Kogi Stat. Journal of Education and Practice, 5(25), 41-49.

23. Schiro, M. S. (2007). Curriculum theory conflicting visions and enduring concerns. (1st ed). USA: Boston College.

24. Shulman. L. (1987) Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.

25. Suseela, M., & Sim, K. H. (2010). Teacher perspectives of school-based assessment in a secondary school in Kuala Lumpur. Procedia Social and Behavioral Sciences, 9, 1170–1176.

26. Wan Mohd Zahid, M. N. (1991). Reformasi Pendidikan dan Kurikulum Bersepadu Sekolah Menengah?: Isu dan cabaran, reformasi pendidikan di Malaysia. (M. I. Jauzi, Ed.). Kuala Lumpur: Nurin Enterprise. (In Malay)

27. Zaiha Nabila, M. H. (2014). Kompetensi guru dalam pengajaran amali reka bentuk dan teknologi di sekolah rendah Daerah Batu Pahat. (Master Thesis). Fakulti Pendidikan Teknikal dan Vokasional, Universiti Tun Hussein Onn Malaysia. (In Malay)

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