UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :thesis
Subject :LB Theory and practice of education
Main Author :Noredayu Ariff
Title :Kesan modul pembentukan amalan profesionalisme terhadap amalan profesionalisme guru pra perkhidmatan
Place of Production :Tanjong Malim
Publisher :Fakulti Pengurusan dan Ekonomi
Year of Publication :2018
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file
PDF Full Text :Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris
Objektif  kajian  ini  ialah  untuk  mengenal  pasti  kesan  penggunaan  Modul  Pembentukan Amalan  Profesionalisme ke atas amalan  profesionalisme dalam membentuk personaliti, sahsiah  dan   kepimpinan  guru  pra  perkhidmatan.  Reka  bentuk  kajian  ini  menggunakan pendekatan   kuantitatif  yang  mengaplikasikan  reka  bentuk  eksperimen  kuasi  teknik  pra ujian-pasca  ujian   dengan  kumpulan  kawalan  dan  kumpulan  rawatan.  Bagi  kumpulan kawalan, kaedah kuliah  dilaksanakan ketika pengajaran dan pembelajaran. Bagi kumpulan rawatan, kaedah penggunaan Modul  Pembentukan Amalan Profesionalisme dilaksanakan ketika  pengajaran  dan  pembelajaran.  Data  tahap   amalan  profesionalisme  dikumpulkan dengan pelaksanaan ujian pra dan ujian pasca, menggunakan  instrumen ujian kajian kes. Seramai  70  orang  guru  pra  perkhidmatan  dipilih  sebagai  subjek   kajian  melalui  kaedah pensampelan intact class dari program ISMP Keusahawanan dan Perdagangan  (n=35) dan program  ISMP  Pengurusan  Perniagaan  (n=35).  Dapatan  kajian  menunjukkan  bahawa  terdapat perbezaan yang signifikan bagi skor min ujian pra dan ujian pasca bagi kumpulan kawalan   berdasarkan  nilai  t(34),p=0.00)=16.14,p

References

Abdullah Hassan. (2013). Sang Budiman. PTS Akademia, Selangor. Malaysia

 

Adnyani, D. P. D. P. (2015). Professional Development for Pre-service Teacher: A Case Study  of  

Professional  Development  Program  for  Pre-service  Teacher  in  State University in Central 

Indonesia. Master thesis, Stockholms Universitet.

 

Alias, N., & Siraj, S. (2012). Design and development of physics module based on learning style   

and   appropriate   technology   by   employing   isman   instructional   design model. TOJET: The 

Turkish Online Journal of Educational Technology, 11(4).

 

Astro   Awani.    (2017).    http://www.astroawani.com/berita-malaysia/kes-tampar-murid- 

cikgu-azizan-dilepaskan-oleh-mahkamah-163360

 

Aziah  Ismail,  Noraini  Haron  &  Abdul  Ghani  Kaneson.  (2013).  Amalan  Pembangunan 

Profesionalisme    Dalam    Kalangan    Guru-Guru    Novis.    Journal    of    Chemical 

Information and Modeling, 53, 1689–1699.

 

Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten 

years. Teaching and teacher education, 27(1), 10-20.

 

Baharuddin  Jabar,  Adnan  Jusoh  &  Hanifah  Mahat.  (2017).  Kompetensi  Guru  ISMP (Sejarah)  

Universiti  Pendidikan  Sultan  Idris  dalam  pendekatan  Standard  Guru Malaysia (SGM). Journal of 

EDUCATUM Social Science, Vol. 3, 60-70

 

Bandura,  A.  (1969).  Social-learning  theory  of  identificatory  processes.  Handbook  of 

socialization theory and research, 213, 262.

 

Bass, B. M., & Bass, R. (2008). The Bass handbook of leadership?: theory, research, and managerial 

applications (4rd ed.). New York, NY: Free Pres

 

Berg,  J.  H.,  Carver,  C.  L.,  Mangin,  M.  M.  (2014).  Teacher  leader  model  standards: 

Implications for preparation, policy and practice. Journal of Research on Leadership Education, 9 

(2) 195-217

 

Biggs, J. B. (2011). Teaching for quality learning at university: What the student does.

McGraw-Hill Education (UK).

 

Blaschke,  L.  M.  (2012).  Heutagogy  and  lifelong  learning:  A  review  of  heutagogical 

practice and self-determined learning. The International Review of Research in Open and Distributed 

Learning, 13 (1), 56-71.

 

Blomberg, G., Renkl, A., Sherin, M. G., Borko, H., & Seidel, T. (2013). Five research- based  

heuristics  for  using  video  in  pre-service  teacher  education.  Journal  for educational 

research online, 5 (1), 90.

 

Bloom, B. S. (1956). A taxonomy of educational objectives. New York: Longmans, Green 

 

Bond,  N.  (2011).  Preparing  Preservice  Teachers  to  Become  Teacher  Leaders.  The

Educational Forum, 75 (4), 280–297.

 

Boyt, T. E., Lusch, R. F., & Naylor, G. (2001). The Role of Professionalism in Determining Job 

Satisfaction in Professional Services: A Study of Marketing Researchers. Journal of Service 

Research,  3(4), 321–330.

 

Borg, M. (2004). The apprenticeship of observation. ELT journal, 58 (3), 274-276.

 

Bratko,   D.,   Chamorro-Premuzic,   T.,   &   Saks,   Z.   (2006).   Personality   and   school 

performance:   Incremental   validity   of   self-   and   peer-ratings   over   intelligence. 

Personality and Individual Differences, 41 (1), 131–142.

 

Bompa, T. O. (1999). Periodization: Theory and methodology of training. United State: Human 

Kinetics

 

Braun, H. (2008). Review of McKinsey report: How the world’s best performing school systems come 

out on top. Journal of Educational Change, 9 (3), 317–320.

 

Braun, B., & Koorland, M. A. (2006). Professional Behavior Assessment?: Building and Measuring 

Professionalism in Preservice Teachers, Journal of Authentic Learning, 3 (1), 48-59.

 

Brown, G. A.,  Bull, J., & Pendlebury, M. (2013).  Assessing student learning in higher education. 

New York, NY: Routledge.

 

Brockett, R. G., & Hiemstra, R. (1991). Self-Direction in Adult Learning: Perspectives on Theory, 

Research, and Practice. New York, NY: Routledge

 

Buss,  A.  H.,  &  Plomin,  R.  (2014).  Temperament  (PLE:  Emotion):  Early  Developing 

Personality Traits (Vol. 3). New York, NY: Psychology Press.

 

Cakir,  H.  (2013).  Use  of  blogs  in  pre-service  teacher  education  to  improve  student 

engagement. Computers & Education, 68, 244-252.

 

Campbell, D.T., & Stanley, J.C. (1963). Experimental and quasi-experimental designs for research 

and teaching. In N. L. Gage (Ed.),Handbook of research on teaching (pp. 171–246). Chicago, IL: Rand 

McNally.

 

Campbell, D. T., & Stanley, J. C. (2015). Experimental and quasi-experimental designs for research. 

Ravenio Books.

 

Campbell, E. (2000). Professional Ethics in Teaching: Towards the development of a code of 

practice. Cambridge Journal of Education, 30 (2), 203–221.

 

Campbell,  M.,  Saltmarsh,  S.,  Chapman,  A.,  &  Drew,  C.  (2013).  Issues  of  teacher 

professional  learning  within  ‘non-traditional’classroom  environments.  Improving schools, 

16(3), 209-222.

 

Cervone,  D.,  &  Pervin,  L.  A.  (2015).  Personality,  Binder  Ready  Version:  Theory  and 

Research. John Wiley & Sons.

 

Caspersen,  J.  (2013).  The  valuation  of  knowledge  and  normative  reflection  in  teacher 

qualification. A comparison of teacher educators, novice and experienced teachers. Teaching and 

Teacher Education, 30 (1), 109–119.

 

Cattell,  R.  B.,  Eber,  H.  W.,  &  Tatsuoka,  M.  M.  (1970).  Handbook  for  the  sixteen 

personality factor questionnaire (16PF). Savoy, IL: The Institute for Personality &

Ability Testing.

 

Cattell, R. (Ed.). (2012). The scientific use of factor analysis in behavioral and life sciences.

Springer Science & Business Media.

 

Chan,  S.  (2010).  Applications  of  andragogy in  multi-disciplined  teaching and  learning.

Journal of Adult Education, 39 (2), 25.

 

Chau,   J.   (2013).   Evidence   Module:   Workplace   Physical   Activity   and   Nutrition 

Interventions.

 

Chiu, A. W., Langer, D. A., McLeod, B. D., Har, K., Drahota, A., Galla, B. M., ... & Wood,

J.  J.   (2013).   Effectiveness   of   modular   CBT   for   child   anxiety  in   elementary 

schools. School psychology quarterly, 28(2), 141.

 

Chua, Y.P. (2006). Kaedah penyelidikan: Kaedah dan Statistik Penyelidikan – Buku 1.

Malaysia: McGraw-Hill (Malaysia) Sdn. Bhd.

 

Chua, Y.P. (2006). Kaedah penyelidikan: Kaedah dan Statistik Penyelidikan  – Buku 2.

Malaysia: McGraw-Hill (Malaysia) Sdn. Bhd.

 

Chua Bee Seok, Ferlis Bullare @ Hj. Bahari & Jasmine Adela Mutang (2016). Prinsip dan Analisis  

Data  dalam  Sains  Tingkah  Laku.  Penerbitan  Universiti  Malasysia  Sabah, Sabah. Malaysia.

 

Clapper, T. C. (2010). Beyond Knowles: What those conducting simulation need to know about adult 

learning theory. Clinical Simulation in Nursing, 6 (1), e7-e14.

 

Clark,  J.  (2004).  The  impact  of  a  field  experience  program  on  preservice  teachers  in 

elementary mathematics. In Proceedings of the 2004 Australian Teacher Education Conference, 

Bathurst, 7–10 July (pp. 89-98).

 

Cogliser,  C.  C.,  Gardner,  W.  L.,  Gavin,  M.  B.,  &  Broberg,  J.  C.  (2012).  Big  Five 

Personality  Factors  and  Leader  Emergence  in  Virtual  Teams:  Relationships  With Team 

Trustworthiness, Member Performance Contributions, and Team Performance. Group & Organization 

Management, 37(6), 752–784.

 

Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. Routledge.

 

Cook, B. G. (2002). Inclusive attitudes, strengths, and weaknesses of pre-service general educators 

 enrolled  in  a  curriculum  infusion  teacher  preparation  program.  Teacher Education and 

Special Education, 25(3), 262-277.

 

Cook-Sather,  A.  (2014).  Student-faculty  partnership  in  explorations  of  pedagogical 

practice:  a  threshold  concept  in  academic  development.  International  Journal  for Academic 

Development, 19(3), 186-198.

 

Costa, A. L., & Kallick, B. (2000). Discovering & exploring habits of mind. Alexandria, Va: 

Association for Supervision and Curriculum Development.

 

Creswell, J. (2012). Qualitative Research Narrative Structure. In Qualitative Inquiry and Research 

Design: Choosing Among Five Approaches (3?? ed.). Thousand Oaks, CA: Sage Publication.

 

Cuban, L. (1984). Transforming the frog into a prince: Effective school research, policy and  

practice  at  the  district  level.  National  Institute  of  Education  (U.S.),  Dingle

Associates.

 

Christensen, L. B., Johnson, B., & Turner, L. A. (2011). Research methods, design, and analysis 

(12?? ed.) Pearson College Division.

 

Danielson, C. (2011). Enhancing professional practice: A framework for teaching (2?? ed.) 

Alexandria, Va: Association for Supervision and Curriculum Development.

 

Danielson, C. (2002). New Trends in Teacher Evaluation. Educational Leadership, 58, 12– 15.

 

Darling-Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis 

archives, 8, 1.

 

Day, C. (1999). Developing teachers: The challenges of lifelong learning. NewYork,NY: Psychology 

Press.

 

Decker,  L.  E.,  & Rimm-Kaufman,  S.  E.  (2008).  Personality characteristics  and  teacher 

beliefs among pre-service teachers. Teacher Education Quarterly, 35(2), 45-64.

 

Donnelly, R., Fitzmaurice, M. (2005) Designing Modules for Learning. In G. O'Neill, S. Moore & B. 

McMullin(eds.) Emerging issues in the practice of University Learning and Teaching, Dublin, All 

Ireland Society for Higher Education (AISHE).

 

Doyle, L. H. (2004). Leadership for Community Building: Changing How We Think and Act. The Clearing 

House, 77 (5), 196–201.

 

Elena, S. (2011). Reflective capability–a specific goal of a Teachers Professional Ethics Course. 

Procedia-Social and Behavioral Sciences, 11, 145-149.

 

Erlich, D. R., & Shaughnessy, A. F. (2014). Student–teacher education programme (STEP) by step: 

transforming medical students into competent, confident teachers. Medical teacher, 36(4), 322-332.

 

Evagorou,  M.,  Dillon,  J.,  Viiri,  J.,  &  Albe,  V.  (2015).  Pre-service  Science  Teacher 

Preparation  in  Europe:  Comparing  Pre-service  Teacher  Preparation  Programs  in England, 

France, Finland and Cyprus. Journal of Science Teacher Education, 26(1), 99–115.

 

Evetts, J. (2013). Professionalism: Value and ideology. Current Sociology, 61(5–6), 778– 796.

 

Eysenck, H. J., & Eysenck, S. G. B. (1965). The Eysenck personality inventory. British Journal of 

Educational Studies, 14 (1),140-140.

 

Eysenck, H. J. (2009). The biological basis of personality. (3?? ed). New Brunswick,New Jersey: 

Transaction Publishers.

 

Eysenck,  H.  J.  (Ed.).  (2012).  A  model  for  personality.  New  York:  Springer  Science  & 

Business Media.

 

Eysenck,  H.  J.  (2013).   Crime  and  Personality  (Psychology  Revivals).  New  York, 

NY:Routledge.

 

Eysenck, M.,  & Martin,  I.  (Eds.).  (2013).  Theoretical foundations of behavior therapy.

New York: Springer Science & Business Media.

 

Fantilli, R. D., & McDougall, D. E. (2009). A Study of Novice Teachers: Challenges and Supports in 

the First Years. Teaching and Teacher Education, 25(6), 814–825.

 

Fairman,  J.  C.,  &  Mackenzie,  S.  V.  (2012).  Spheres  of  teacher  leadership  action  for 

learning. Professional development in education, 38(2), 229-246.

 

Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky's zone of proximal development (ZPD)   in   

teacher   education:   ZPTD   and   self-scaffolding.   Procedia-Social   and Behavioral Sciences, 

29, 1549-1554.

 

Farrell, T. S. (2012). Novice?Service Language Teacher Development: Bridging the Gap Between    

Preservice    and    In?Service    Education    and    Development.    Tesol Quarterly, 46(3), 

435-449.

 

Fenstemacher,  G.  D.  (2001).  On  the  concept  of  manner  and  its  visibility  in  teaching 

practice. Journal of Curriculum Studies, 33 (6), 639-653.

 

Fossati, A., Borroni, S., Marchione, D., & Maffei, C. (2011). The Big Five Inventory (BFI).

European Journal of Psychological Assessment, 27(1), 50–58.

 

Freedman, D. A. (2004). Sampling. Encyclopedia of Social Science Research Methods, 3, 986–990.

 

Gahutu,  J.  B.  (2010).  Physiology  teaching  and  learning  experience  in  a  new  modular 

curriculum at the National University of Rwanda. Advances in physiology education, 34(1), 11-14.

 

Gardner, J. W. (1990).  On Leadership. New York: Free Press

 

Gershenson,   S.   (2016).   Linking   teacher   quality,   student   attendance,   and   student 

achievement. Education Finance and Policy.

 

Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). 

Quality indicators for group experimental and quasi-experimental research in special education. 

Exceptional Children, 71(2), 149-164.

 

Ghazali,  N.  H.  C.  M.,  &  Zakaria,  E.  H.  (2010).  Perkembangan  Profesional  Ke  Arah 

Pembangunan Modal Insan Guru. In Seminar Antarabangsa Islam KUIS (p. 15).

 

Ghazali Darusalam & Sufean Hussin. (2016). Metodologi Penyelidikan Dalam Pendidikan.

Penerbit Universiti Malaya. Kuala Lumpur.

 

Goldberg,  L.  R. (1992).  The development of markers for the  Big-Five  factor structure.

Psychological Assessment, 4(1), 26–42.

 

Goldberg,   L.   R.   (1993).   The   structure   of   phenotypic   personality  traits.   American 

Psychologist, 48(1), 26-34.

 

Goodson, I., & Hargreaves, A. (2003). Teachers’ professional lives. New prospects series?;

3. London. Washington D.C:Falmer Press.

 

Gregory, S., Dalgarno, B., Campbell, M., Reiners, T., Knox, V., & Masters, Y. (2011). Changing 

directions through Virtual PREX: engaging pre-service teachers in virtual professional experience. 

In Changing demands, changing directions: Proceedings of

the Ascillite 2011 Conference (pp. 491-501).

 

Grinnell Jr, R. M., & Unrau, Y. (2005). Social work research and evaluation: Quantitative and 

qualitative approaches. New York: Cengage Learning.

 

Grubb, W. N. (2002). Who Am I: The Inadequacy of Career Information in the Information Age.  

Greensboro,  NC:  ERIC  Clearinghouse  on  Counseling  and  Student  Services: (ERIC Document 

Reproduction Service No. ED478645).

 

Guo,  P.  J.,  &  Reinecke,  K.  (2014).  Demographic  differences  in  how  students  navigate 

through MOOCs. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 

21-30). ACM.

 

Haberman,  M.  (1985)  “Does  Teacher  Education  Make  a  Difference?  A  Review  of Comparisons  

Between  Liberal  Arts  and  Teacher  Education  Majors.”  Journal  of Thought, 1985, 20(2), 25-34.

 

Hargreaves, A. (2000). Four Ages of Professionalism and Professional Learning. Teachers and         

 Teaching:          Theory          and          Practice,          6(2),          151–182. 

http://doi.org/10.1080/713698714.

 

Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in  

teachers’  emotional  responses  to  educational  change.  Teaching  and  Teacher Education, 21(8), 

967–983.

 

Harper, L., & Ross, J. (2011). An application of Knowles’ theories of adult education to an 

undergraduate interdisciplinary studies degree program. The Journal of Continuing Higher Education, 

59(3), 161–166.

 

Harris, A., & Muijs, D. (2003). Teacher leadership and school improvement. Education Review, 16, 

39–42.

 

Harvey, M. W., Yssel, N., Bauserman,  a. D., & Merbler, J. B. (2010). Preservice Teacher 

Preparation  for  Inclusion:  An  Exploration  of  Higher  Education  Teacher-Training 

Institutions. Remedial and Special Education, 31(1), 24–33.

 

Hassan   Hushin   &   Mohd   Suhaimi   Khalid   (2010).   Pembinaan   Modul   Program Pembangunan 

Sahsiah Pelajar Tahun Satu Fakulti Pendidikan Universiti Teknologi Malaysia,   Fakulti   Pendidikan 

  Universiti   Teknologi   Malaysia.   Master   Thesis Universiti Teknologi Malaysia: Skudai, 

Johor.

 

Hazalizah Hamzah, A. H. Z. & A. D. (2015). Peranan personaliti dan kepengikutan dalam prestasi 

kerja guru 1. Bitara Edisi Khas( Psikologi Kaunseling), Vol 8,pp 22.

 

Hollins,  E.  R.  (2011).  Teacher  Preparation  For  Quality  Teaching.  Journal  of  Teacher 

Education, 62(4), 395–407.

 

Hong,  J.  Y.  (2010).  Pre-service  and  beginning  teachers’  professional  identity  and  its 

relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530–1543.

 

Howard, S., & Hughes, B. M. (2012). Construct, concurrent, and discriminant validity of Type D 

personality in the general population: Associations with anxiety, depression,

stress, and cardiac output. Psychology and Health, 27, 242-258.

 

Hoyle,  E.  (1974).  Professionality,  professionalism  and  control  III  teaching.  London 

Educational Review, 3 (2), 13-19.

 

Hoyle,  E.  (2001).  Teaching:  Prestige,  Status  and  Esteem.  Educational  Management 

Administration & Leadership, 29, 139–152.

 

Humbad, M. N., Donnellan, M. B., Iacono, W. G., McGue, M., & Burt, S. A. (2010). Is spousal 

similarity for personality a matter of convergence or selection?. Personality and Individual 

Differences, 49(7), 827-830.

 

Ibrahim Ahmad. (2002). Profesion Keguruan Pilihan Terakhir???: Suatu Tinjauan. Eprints Utm, 

546–553.

 

Ingersoll, R. M. (2012). Beginning Teacher Induction: What the Data Tell Us. Phi Delta Kappan, 

93(8), 47–51.

 

Institut   Aminuddin   Baki,   Kementerian   Pendidikan   Malaysia.   (2005).   Kajian   Kes 

Pengurusan  dan  Kepimpinan  Pendidikan:  Unit  Penerbitan  IAB,  Pahang  Darul Makmur.

 

Ishak, N. A., Jamil, H., Razak, N. A., & Ahmad, M. Z. (2013). Amalan pedagogi produktif dalam 

kalangan guru-guru sains sekolah menengah di Malaysia. Malaysian Journal of Learning and 

Instruction, 10, 233–269.

 

Jackson, C. J. (2001). Comparison between Eysenck’s and Gray’s models of personality in the 

prediction of motivational work criteria. Personality and Individual Differences, 31(2), 129–144.

 

Jackson,  T.,  Burrus,  J.,  Bassett,  K.,  &  Roberts,  R.  D.  (2010).  Teacher  leadership:  An 

assessment framework for an emerging area of professional practice. ETS Research Report Series, 

2010(2).

 

Jackson, S. L. (2014). Research methods: A modular approach. Cengage Learning.

 

Jamaludin Ahmad, Sidek Mohd Noah, Rusnani Abd. Kadir & Hamsuddin Ahmad (2005). Keberkesanan Modul 

Program Maju Diri ke atas Motivasi Pencapaian di Kalangan Pelajar Sekolah Menengah di Negeri 

Selangor. Kolokium Penyelidikan IPBL.

 

Jamaludin Ahmad (2016). Modul Motivasi Diri. Dewan Bahasa Pustaka. Kuala Lumpur. Jamil, F. M., 

Downer, J. T., & Pianta, R. C. (2012). Association of pre-service teachers'

performance,   personality,   and   beliefs   with   teacher   self-efficacy  at   program 

completion. Teacher Education Quarterly, 39(4), 119-138.

 

John, O. P., & Srivastava, S. (1999). Big Five Inventory (Bfi). Handbook of Personality: Theory and 

Research, 2, 102–138.

 

John, O. P., & Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement, and 

theoretical perspectives. Handbook of Personality: Theory and Research, 2(510),

102–138.

 

Jong, R., Mainhard, T., Tartwijk, J., Veldman, I., Verloop, N., & Wubbels, T. (2014). How 

pre?service   teachers'   personality   traits,   self?efficacy,   and   discipline   strategies 

contribute   to   the   teacher–student   relationship.   British   Journal   of   Educational 

Psychology, 84(2), 294-310.

 

Julismah Jani & Mai Shihah Abdullah (2014), Keberkesanan Modul Teaching Games For Understanding 

Bagi Kategori Sasaran Dalam Kursus Kemahiran Ikhtisas, Program Ijazah   Sarjana   Muda   Pendidikan 

  (Pendidikan   Jasmani).   The   6th   International Conference of Teacher Education (UPI-UPSI). 

Bandung, Indonesia.

 

Kagan,    D.    M.    (1992).    Professional    growth    among    preservice    and    beginning 

teachers. Review of educational research, 62(2), 129-169.

 

Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as 

leaders (3?? ed.) Thousand Oaks, CA: Corwin.

 

Kearney, M., & Maher, D. (2013). Mobile learning in maths teacher education: Using iPads to  

support  pre-service  teachers’  professional  development.  Australian  Educational Computing, 

27(3), 76-84.

 

Kementerian   Pendidikan   Malaysia   (2010).   Garis   Panduan   Internship.   Putrajaya.

Kementerian Pendidikan Malaysia.

 

Kementerian Pendidikan Malaysia (2012). Laporan Awal Pelan Pembangunan Pendidikan Malaysia 

2013-2025. Putrajaya. Kementerian Pendidikan Malaysia.

 

Kementerian  Pendidikan  Tinggi  (2016).  Rubrik  PNGK  Bersepadu  (iCGPA)  Panduan Pentaksiran 

Hasil Pembelajaran. Putrajaya. Malaysia.

 

Kennedy,  M.M.  (2010)  Teacher  Assesment  and  the  Quest  for  teacher  Quality:  A Handbook. 

San Francisco CA:Jossey Bass.

 

Kesler,  T.  (2011).  Breaking  the  mold  of  pre-service  and  in-service  teacher  education: 

innovative and successful practices for the twenty-first century. Teaching Education, 22(3), 

339–342.

 

Khalid,  A.,  &  Azeem,  M.  (2012).  Constructivist  vs  traditional:  effective  instructional 

approach  in  teacher  education.  International  Journal  of  Humanities  and  Social Science, 

2(5), 170-177.

 

Knowles,  M.  S.  (1970).  The  modern  practice  of  adult  education:  Andragogy  versus 

pedagogy. New York: Association Press.

 

Knowles, M. S. (1977). Adult Learning Processes: Pedagogy and Andragogy. Religious Education, 

72(2), 202–211.

 

Knowles,  M.  (1996).  Andragogy:  an  emerging  technology  for  adult  learning.  London: 

Routledge.

 

Knowles,  M.  S.,  Holton  III,  E.  F.,  &  Swanson,  R.  A.  (2014).  The  adult  learner:  The 

definitive classic in adult education and human resource development. Routledge.

 

Koles, P. G., Stolfi, A., Borges, N. J., Nelson, S., & Parmelee, D. X. (2010). The impact of 

team-based learning on medical students' academic performance. Academic Medicine,

85(11), 1739-1745.

 

Kop,  R.,  &  Fournier,  H.  (2011).  New  dimensions  to  self-directed  learning  in  an  open 

networked  learning  environment.  International  Journal  of  Self-Directed  Learning, 7(2), 1-18.

 

Lambert,  L.  (2003).  Leadership  redefined:  an  evocative  context  for  teacher  leadership.

School Leadership & Management, 23(4), 421–430.

 

Lai, E. & Cheung, D. (2015). Enacting teacher leadership: The role of teachers in bringing about 

change. Educational Management Administration & Leadership, 43(5), 673-69

 

Lee Bih Ni (2013). Self-Directed Learning: Teacher And Computer Technology Assist. International 

Journal of Computer Networks and Wireless Communications, 3, 62– 66.

 

Levin, D. M., Hammer, D., & Coffey, J. E. (2009). Novice Teachers’ Attention to Student Thinking. 

Journal of Teacher Education, 60(2), 142–154.

 

Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.

 

Lombardi, M. M. (2016). Authentic Learning for the 21st Century?: An Overview Authentic Learning 

for the 21st Century?: An Overview, (October).

 

Mackay, G. J., & Neill, J. T. (2010). The effect of “green exercise” on state anxiety and the role 

of exercise duration, intensity, and greenness: A quasi-experimental study. Psychology of Sport and 

Exercise, 11(3), 238-245.

 

Madihie, A., & Noah, S. M. (2013). An application of the Sidek Module Development in REBT  

counseling  intervention  module  design  for  orphans.  Procedia-Social  and Behavioral Sciences, 

84, 1481-1491.

 

Mahmud, S.(2011). Journal of Educational Studies. Teacher Education and Globalisation: Challenges 

for Teacher Education in the Pacific during the New Millenium

 

Mahmood,  N.,  &  Ahmad,  Z.  (2010).  Effects  of  cooperative  learning  vs.  traditional 

instruction  on  prospective  teachers’  learning  experience  and  achievement.  Ankara 

University, Journal of Faculty of Educational Sciences, 43(1), 151-164.

 

Majlis   Peperiksaan   Malaysia   (2013),   Laporan   Tahunan   2013.      Selangor:   Majlis 

Peperiksaan Malaysia.

 

Mas  Ayu  Othman  &  Fatimahwati  Halim.  (2013).  Pengaruh  Personaliti  Lima  Faktor Terhadap 

Prestasi Kerja dalam Kalangan Guru. Jurnal Psikologi dan Kaunseling. Bil 4, ISSN 1985-3602.

 

Masri Baharom. (2013) Kesan Permainan Kecil Terhadap Perkembangan Motor Kasar Kanak-Kanak  Sekolah  

 Rendah  Di  Negeri  Pulau  Pinang.  PHD  Thesis,  Universiti Pendidikan Sultan Idris. Tanjung 

Malim, Perak. Malaysia.

 

Marsh, S., Waniganayake, M. & Gibson, I. W. (2014). Scaffolding leadership for learning in  school  

education:  Insights  from  a  factor  analysis  of  research  conducted  in Australian   

independent   schools.   Educational   Management   Administration   &

Leadership, 42(4), 474-490.

 

McCrae, R. R. (2011). Personality Theories for the 21st Century. Teaching of Psychology, 38(3), 

209–214.

 

McCrae,  R.  R.,  &  Terracciano,  A.  (2005).  Personality  profiles  of  cultures:  aggregate 

personality traits. Journal of Personality and Social Psychology, 89(3), 407–425.

 

McLean Davies, L., Anderson, M., Deans, J., Dinham, S.,  Griffin, P., Kameniar, B.,  & Tyler, D. 

(2013). Masterly preparation: embedding clinical practice in a graduate pre- service teacher 

education programme. Journal of Education for Teaching, 39(1), 93- 106.

 

Merriam, S. B. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New 

Directions for Adult and Continuing Education, 2001(89), 3.

 

Millis,  B.  J.  (2012).  Why  Faculty  Should  Adopt  Cooperative  Learning  Approaches.

Cooperative Learning in Higher Education: Sterling Virginia: Stylus Publishing.

 

Mohamad Khairi Othman, & Asmawati Suhid. (2010). Peranan sekolah dan guru dalam pembangunan nilai 

pelajar menerusi penerapan nilai mumi?: satu sorotan. Journal of General Studies, 117–130.

 

Mohd Jahidi Rosdi, Jasmi Abu Talib, Norwaliza Abd. Wahab. (2016). Self-Efficacy Career and the 

Career Maturity of Teenagers at the Exploration Stage. International Journal of Science and 

Research (IJSR), 5(4), 1522–1526.

 

Mohd Majid Konting (2000). Kaedah Penyelidikan Pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka.

 

Mohd Zolkifli, Muhammad Rashid & Megat Aman. (2007). Pembudayaan Penyelidikan ke  Arah  

Kecemerlangan  Profesionalisme  Keguruan.  Seminar  Penyelidikan  Institut Perguruan Batu Lintang.

 

Mohd   Yusri   Ibrahim.   (2010).   Bimbingan   cepat   analisis   data   penyelidikan   untuk 

pendidikan dan sains sosial. Kuantan, Pahang: Bandar Ilmu.

 

Muhamad Muda. (2003). Apa Itu Kajian Kes? Bengkel Penyelidikan dan Penulisan Kes Siri I. Universiti 

Sains Islam Malaysia.

 

Muhammad    Isnan    Amin,    (2013).    Keberkesanan    Latihan    Modul    Pemantapan 

Kecemerlangan Diri pada Jabatan Bahagian Sumber Manusia Setiausaha Kerajaan Negeri Kedah. Master 

Thesis, Universiti Utara Malaysia, Sintok, Kedah, Malaysia.

 

Murad, M. H., Coto?Yglesias, F., Varkey, P., Prokop, L. J., & Murad, A. L. (2010). The 

effectiveness of self?directed learning in health professions education: a systematic review. 

Medical education, 44(11), 1057-1068.

 

Muraya, D. N., & Kimamo, G. (2011). Effects of cooperative learning approach on biology mean 

achievement scores of secondary school students' in Machakos District, Kenya. Educational Research 

and Reviews, 6(12), 726.

 

Murph  , J. (2005). Connecting teacher leadership and school improvement. California:

Corwin Press.

 

Murray, H. G., Rushton, J. P., & Paunonen, S. V. (1990). Teacher personality traits and student 

instructional ratings in six types of university courses. Journal of Educational Psychology, 82(2), 

250–261.

 

Newlyn,  D.  (2015).  Are  Professors  Professionals?  A  Fresh  Look  at  This  Question.

Universal Journal of Educational Research, 3(2), 113–119.

 

Newton, L. D., & Newton, D. P. (2014). Creativity in 21st-century education. Prospects, 44(4), 

575–589.

 

Nilsson,  P.,  &  Loughran,  J.  (2012).  Exploring  the  development  of  pre-service  science 

elementary  teachers’  pedagogical  content  knowledge.  Journal  of  Science  Teacher Education, 

23(7), 699-721.

 

Norhaiza Tahir. (2015). Hubungan Personaliti Guru Terhadap Kemahiran Proses Sains Pelajar. Master 

Thesis, Universiti Tun Hussein Onn, Malaysia.

 

Noorazlin  Azlan  Hadi  Tan,  (2012).  Pembangunan  Modul  Akademik  “Modul  Basic  Of Electric  

And  Electronic  –  Capasitor”.  Master  Thesis.  Universiti  Teknologi  Mara, Kuala Lumpur, 

Malaysia.

 

Nur Hafizoh Idris & Rohana Hamzah. (2013). Nilai profesionalisme bakal guru berteraskan indikator   

standard   guru   Malaysia   (SGM).   Jurnal   Teknologi   (Sciences   and Engineering), 60, 31–37.

 

Nurulain Hamzah, Mohd Asri Mohd Noor & Hamidah Yusof. (2016). Teacher Leadership Concept:  A  

Review  of  Literature.  International  Journal  of  Academic  Research  in Business and Social 

Sciences, 6(12), 185-189.

 

Nurul Husna Johari. (2014). Profesion Perguruan: Cabaran, Motivasi Serta Hala Tuju Bakal-bakal   

guru   Universiti   Teknologi   Malaysia.      Master   Thesis.   Universiti Teknologi Malaysia.

 

Opfer, V. D., & Pedder, D. (2011). The lost promise of teacher professional development in England. 

European journal of teacher education, 34(1), 3-24

 

Orne, M. T. (2009). Demand characteristics and the concept of quasi-controls. Artifacts in 

Behavioral Research: Robert Rosenthal and Ralph L. Rosnow’s Classic Books, 110. Oxford, University 

Press.

 

Othman Md. Johan, & Siti Zafirah Mohd Ilias. (2013). Faktor-Faktor Yang Mempengaruhi Pemilihan  

Profesion  Perguruan  Di  Kalangan  Pelajar  Tahun  4  Perdana  Jabatan Pendidikan   Teknikal   Dan 

  Kejuruteraan,   Fakulti   Pendidikan,   UTM.   Journal Educacion, 53(9), 266–276.

 

Ottenbreit-Leftwich, A. T., Brush, T. A., Strycker, J., Gronseth, S., Roman, T., Abaci, S.,

…  Plucker,  J.  (2012).  Preparation  versus  practice:  How  do  teacher  education programs and 

practicing teachers align in their use of technology to support teaching and learning? Computers 

and Education 59(2),399-411.

 

Padmapriya,  P.  V.  (2015).  Effectiveness  of  Self  Learning  Modules  on  Achievement  in 

Biology Among Secondary School Students. International Journal Of Education and

Psychological Research (IJEPR), 4(2), 44–46.

 

Parkay, F. W., Stanford, B. H., & Gougeon, T. D. (2010). Becoming a teacher (pp. 432- 462). 

Pearson/Merrill.

 

Pedro,  J.  Y.  (2005).  Reflection  in  teacher  education:  exploring  pre?service  teachers’ 

meanings of reflective practice. Reflective Practice, 6(1), 49-66.

 

Peters, R. S. (2015). Ethics and Education (Routledge Revivals). New York. Routledge.

 

Pianta,  R.  C.,  Hamre,  B.  K.,  &  Allen,  J.  P.  (2012).  Teacher-student  relationships  and 

engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In 

Handbook of research on student engagement(pp. 365-386). Springer US.

 

Reed, M. B., Bruch, M. a., & Haase, R. F. (2004). Five-Factor Model of Personality and Career 

Exploration. Journal of Career Assessment, 12(3), 223–238.

 

Reilly,  R.  C.,  Lilly,  F.,  Bramwell,  G.,  &  Kronish,  N.  (2011).  A  synthesis  of  research 

concerning creative teachers in a Canadian context. Teaching and Teacher Education, 27(3), 533–542.

 

Robichaux, R. R., & Guarino, A. J. (2012). Enhancing preservice teachers’ professionalism through   

daily   teaching   reflections.   Education   Research   International,   2012. 

doi:10.1155/2012/452687

 

Rock, M. L., Spooner, F., Nagro, S., Vasquez, E., Dunn, C., Leko, M.,  … Jones, J. L. (2016). 21st 

century change drivers: Considerations for constructing transformative models  of  special  

education  teacher  development.  Teacher  Education  and  Special Education, 39(2), 98–120.

 

Ronfeldt,  M.,  Loeb,  S.,  &  Wyckoff,  J.  (2013).  How  teacher  turnover  harms  student 

achievement. American Educational Research Journal, 50(1), 4–36.

 

Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context.

New York, xiv, 242 .

 

Rohaida Yusop & Zamri Mahamod. (2016). Keberkesanan peta pemikiran (i-Think) dalam meningkatkan   

pencapaian   penulisan   Bahasa   Melayu   murid   tahun   6.   Jurnal Pendidikan Bahasa Melayu, 

5(2), 31-37

 

Roivainen, E. (2013). Frequency of the use of English personality adjectives: Implications for 

personality theory. Journal of Research in Personality, 47(4), 417-420.

 

Rusell, J.D. (1974). Modular Instruction: A Guide To The Design, Selection, Utilization and 

Evaluation of Modular Materials. New York: Burgess Publishing Company.

 

Ryan, M., & Bourke, T. (2013). The teacher as reflexive professional: making visible the excluded 

discourse in teacher standards. Discourse: Studies in the Cultural Politics of Education, 34(3), 

411–423.

 

Sachs, J. (2016). Teacher professionalism: why are we still talking about it?. Teachers and 

Teaching, 22(4), 413-425.

 

Salehudin  Sabar,  &  Mahadi  Khalid.  (2005).  Kertas  Konsep  Faktor-faktor  Graduan Berkerjaya 

Memilih Kursus Perguruan Lepas Ijazah-Pengkhususan Sekolah Rendah.

Jurnal Penyelidikan MPBL, Jilid 6, 35–52.

 

Salleh,  S.  B.  M.,  &  Ariffin,  N.  H.  B.  (2010).  Pembangunan  dan  Penilaian  Modul 

Pembelajaran  Kendiri  (MPK)  Kimia  Tingkatan  Empat?:  Asid  dan  Bes.  Universiti Teknologi 

Malaysia Institutional Repository (pp. 1-8). (unpublished).

 

Samson,  J.  F.,  &  Collins,  B.  A.  (2012).  Preparing  All  Teachers  to  Meet  the  Needs  of 

English Language Learners: Applying Research to Policy and Practice for Teacher Effectiveness. 

Center for American Progress Report.

 

Saulsman, L. M., & Page, A. C. (2004). The five-factor model and personality disorder empirical  

literature:  A  meta-analytic  review.  Clinical  Psychology  Review,  23(8), 1055–1085.

 

Savery,    J.    R.    (2015).    Overview    of    problem-based    learning:    Definitions    

and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy 

of Howard S. Barrows, (pp. 5-15). Purdue University Press

 

Sanders,  D.,  &  Welk,  D.  S.  (2005).  Strategies  to  scaffold  student  learning:  applying 

Vygotsky’s Zone of Proximal Development. Nurse Educator, 30(5), 203–207.

 

Sarvinder Singh & Ahmad Esa.(2008). Kepimpinan  dalam menghadapi isu-isu   semasa pendidikan. In: 

Seminar Kebangsaan Pengurusan Pendidikan (PKPGB2008). UTHM Institutional Repository.

 

Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O. P. (2012). Understanding teachers’ 

attitudes and self-efficacy in inclusive education: implications for pre-service and in- service 

teacher education. European Journal of Special Needs Education, 27(1), 51- 68.

 

Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers’ professional identity 

formation: between being born as a teacher and becoming one. Educational Studies, 35(4), 361–378.

 

Schmeck, R. R. (Ed.). (2013). Learning strategies and learning styles.New York: Springer Science & 

Business Media.

 

Schreiber,  J.B.,  &  Asner-Self,  K.  (2011).  Educational  research:  Interrelationship  of 

questions, sampling, design, and analysis. United States of American:  Laserwords Pvt.Ltd.

 

Seltman, H. J. (2014). Experimental design and analysis. Carnegie Mellon University. 

 

Siti Zuraida Abdul Manaf, Rosseni Din, Analisa Hamdan, Nor Syazwani Mat Salleh, Intan

Farhana Kamsin, Aidah Abdul Karim, Ira Fazlin Mohd Fauzi & Nor Mohamad Ismail. (2015).   

Pembelajaran   Peribadi   Melalui   Teknologi   ICT   Abad   ke-21   ke   Arah Kemahiran Boleh 

Pindah. Journal of Personalized Learning, 1(1), 57-68.

 

Southeast  Asian  Ministers  of  Education  Organization  Regional  Center  for  Educational 

(SEAMEO)., (2010). Teaching Competency Standards in Southest Asian Countries. ISBN 

978-971-0487-40-0, Philippine Copyright.

 

Senom,  F.,  Razak  Zakaria,  A.,  &  Sharatol  Ahmad  Shah,  S.  (2013).  Novice  Teachers’ 

Challenges  and  Survival:  Where  do  Malaysian  ESL  Teachers  Stand?  American

Journal of Educational Research, 1(4), 119–125.

 

Shabani,  K.,  Khatib,  M.,  &  Ebadi,  S.  (2010).  Vygotsky’s  Zone  of  Proximal.  English 

Language Teaching, 3(4), 237–248.

 

Shahabuddin,  H.,Noor  Shafir,  A.,  &  Haslinda,  Y.  (2014).  Modul  Memperkasa  Sahsiah Waja 

Diri Pelajar Abad ke-21. Selangor, Malaysia: PTS Akademia.

 

Sharan, S., & Shachar, H. (2012). Language and learning in the cooperative classroom.

New York: Springer Science & Business Media.

 

Sharifah Alwiah Alsagoff (1981). Pengenalan pengajaran individu dengan tumpuan khas kepada modul 

pengajaran dan modul pembelajaran. Jurnal Pendidik dan Pendidikan, 3(1): 54-62. Pulau 

Pinang:Universiti Sains Malaysia

 

Shulman,  L.  S.  (1997).  Professing  the  liberal  arts.  In  R.  Orrill  (Ed.),  Education  and 

Democracy:  reimagining  liberal  learning  in  America  (pp.  151-173).  New  York: College 

Entrance Examination Board.

 

Slavin, R. E. (2011). Instruction based on cooperative learning. Handbook of research on learning 

and instruction, (pp. 344-360). New York. NY: Routledge

 

Siti  Hadijah  Che  Mat,  Hussin  Abdullah,  &  Fauzi  Hussin  (2015).  Keberkesanan  Modul 

Eksplorasi  Remaja  Terhadap  Pelajar  Kursus  Kokurikulum  Di  Universiti  Utara Malaysia (UUM). 

Journal of Holistic Student Development, 2(1), 59–68.

 

Siti Zubaidah Che Mohd Noor, & Abdul Razak Ahmad. (2015). Kreativiti Guru Dalam Meningkatkan 

Kefahaman Dan Penghayatan Sejarah. Proceeding:7th International Seminar on Regional Education, 

November 5-7, 2015, 1, 457–468.

 

Sidek Mohd Noah (2002). Reka bentuk penyelidikan, falsafah, teori dan praktis. Selangor: Penerbit 

Universiti Pertanian Malaysia.

 

Sidek Mohd Noah & Jamaludin Ahmad (2005). Pembinaan Modul: Bagaimana Membina Modul Latihan dan 

Modul Akademik. Serdang: Universiti Putra Malaysia.

 

Smith,  M.  K.  (2002).  “Malcolm  Knowles,  informal  adult  education,  self-direction  and 

andragogy”, the encyclopedia of informal education,. Adult Leadership, 4.

 

Sockett, H. (1993). The moral base for teacher professionalism. Teachers College Press, 1234 

Amsterdam Avenue, New York, NY 10027.

 

Soto, C. J., & John, O. P. (2009). Ten facet scales for the Big Five Inventory: Convergence with  

NEO  PI-R  facets,  self-peer  agreement,  and  discriminant  validity.  Journal  of Research in 

Personality, 43(1), 84–90.

 

Spalding,  E.,  &  Wilson,  A.  (2002).  Demystifying  reflection:  A  study  of  pedagogical 

strategies that encourage reflective journal writing. Teachers College Record, 104(7), 1393–1421.

 

Spear-Swerling, L., & Brucker, P. O. (2004). Preparing novice teachers to develop basic reading and 

spelling skills in children. Annals of Dyslexia, 54(2), 332-364.

 

Spielberger, C. D. (Ed.). (2013). Anxiety and behavior. Academic Press.

 

Stair,   K.   (2012).   Identifying   Concerns   of   Preservice   and   In–service   Teachers   in

Agricultural Education. Journal of Agricultural Education, 53(2), 153–164.

 

Standard  Guru  Malaysia.  (2009).  Bahagian  Pendidikan  Guru  Kementerian  Pelajaran Malaysia: 

Putrajaya.

 

Stevens, A. L. (2013). A cognitive theory of inquiry teaching. Instructional design theories and 

models: An overview of their current status, 247.

 

Stevens, D. D., & Levi, A. J. (2013). Introduction to rubrics: An assessment tool to save grading  

time,  convey  effective  feedback,  and  promote  student  learning.  Stylus Publishing, LLC.

 

Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining 

the development of beginning preservice teachers’ understanding of their work as teachers.Teaching 

and Teacher Education, 26(3), 455–465.

 

Sufean Hussin. (2004). Pendidikan di Malaysia: Sejarah, Sistem dan Falsafah. Edisi ke-2.

Kuala Lumpur: Dewan Bahasa dan Pustaka.

 

Suruhanjaya     Perkhidmatan     Pelajaran     (2013).     Laporan     tahunan     Suruhanjaya 

Perkhidmatan Pelajaran (SPP) Malaysia. Kuala Lumpur.

 

Tasir,  Z.,  &  Pin,  O.  C.  (2012).  Trainee  teachers’  mental  effort  in  learning  

spreadsheet through self-instructional module based on Cognitive Load Theory. Computers & 

Education, 59(2), 449-465.

 

Tajul  Ariffin  Nordin,  (2002).  Etika  Keguruan:  Suatu  Analisis  Menurut  Paradigma Pendidikan  

 Bersepadu.   Profesion   Perguruan.   Cabaran   Masa   Kini.   Prosiding Seminar Kebangsaan 

Profesion Perguruan 2002. Fakulti Pendidikan UKM.

 

Tennant,  M.  (1986).  An  evaluation  of  Knowles’  theory of  adult  learning.  International

Journal of Lifelong Education, 5(2), 113-122.

 

Tichenor,  M.  S.,  &  Tichenor,  J.  M.  (2005).  Understanding  teachers'  perspectives  on 

professionalism. Professional Educator, 27, 89-95.

 

Tien, L. T., Teichert, M. a, & Rickey, D. (2007). Effectiveness of a MORE Laboratory Module  in  

Prompting  Students  To  Revise  Their  Molecular-Level  Ideas  about Solutions. Journal of 

Chemical Education, 84(1), 175.

 

Terracciano,  A.,  McCrae,  R.  R.,  &  Costa,  P.  T.  (2010).  Intra-individual  change  in 

personality stability and age. Journal of Research in Personality, 44(1), 31-37

 

Torrance,  D.  &  Humes,  W.  (2015).  The  shifting  discourses  of  educational  leadership: 

International     trends     and     Scotland’s     response.     Educational     Management 

Administration & Leadership, 43(5), 792-810

 

Troman,  G.  (1996).  The  Rise  of  the  New  Professionals?  The  restructuring  of  primary 

teachers’ work and professionalism. British Journal of Sociology of Education, 17(4), 473–487.

 

Trotman,  J.,  &  Kerr,  T.  (2001).  Making  the  Personal  Professional?:  pre-service  teacher 

education and personal histories. Teachers and Teaching, 7(2), 157–171.

 

Trundle,  K.  C.,  &  Bell,  R.  L.  (2010).  The  use  of  a  computer  simulation  to  promote 

conceptual  change:  A  quasi-experimental  study.  Computers  &  Education,  54(4),

1078-1088.

 

Tschannen-Moran,  M.,  &  Hoy,  A.  W.  (2001).  Teacher  efficacy:  Capturing  an  elusive 

construct. Teaching and Teacher Education, 17(7), 783–805.

 

Tubin,  D.  (2015).  Every  teacher  carries  a  leadership  wand.  International  Journal  of 

Leadership in Education,1360-3124, 1–6. doi: 10.1080/13603124.2015.1028463

 

Tuzana Mohamad. (2014). Keberkesanan Modul Bacaan Bergred Bagi Membantu Murid Linus Tegar Dalam 

Kemahiran Membaca. Master Thesis. Universiti Sains Malaysia, Pulau Pinang. Malaysia

 

Utley, B. L. (2009). An analysis of the outcomes of a unified teacher preparation program. Teacher  

Education  and  Special  Education:  The  Journal  of  the  Teacher  Education Division of the 

Council for Exceptional Children, 32(2), 137-149.

 

Vanassche, E., & Kelchtermans, G. (2014). Teacher educators' professionalism in practice: 

Positioning  theory  and  personal  interpretative  framework.  Teaching  and  teacher education, 

44, 117-127.

 

Valette,  R.  M.  (1977).  Modern  language  testing:  A  handbook  (2nd  ed.).  New  York: 

Harcourt Brace Jovanovich.

 

Vygotsky, L. (1978). Interaction between learning and development.  Mind and Society, 79–91.

 

Wass,  R.,  & Golding,  C.  (2014).  Sharpening  a  tool  for teaching:  the  zone  of  proximal 

development. Teaching in Higher Education, 19(6), 671–684.

 

Wasley, P. A. (1991). Teachers who lead: The rhetoric of reform and realities of practice.

New York: Teachers College Press.

 

Wasley, P.A. (1992). Working Together: Teacher Leadership and Collaboration in Carol 

Livingston,(ed.) Teachers as Leaders: Evolving Roles. NEAS School Restructuring Series, National 

Education Association: Washington, D.C.

 

Weber,  C.  L.,  &  Johnsen,  S.  K.  (2012).  Teacher  Professionalism.  Gifted  Child  Today, 

35(1), 5–5.

 

Werner,  S.  B.  (2014).  A  Study  of  the  Effectiveness  of  an  Online  Module:  Preservice 

Teachers'    Confidence,    Knowledge,    and    Application    of    Evidence-Based Practices 

(Doctoral dissertation, The Claremont Graduate University).

 

Wiliam, D., Lee, C., Harrison, C., & Black, P. (2010). Teachers developing assessment for learning: 

 Impact  on  student  achievement.  Assessment  in  Education.  Principles Policy and Practice, 

11(1) pp. 49–65.

 

Whitty,  G.  (2006).  Teacher  professionalism  in  a  new  era.  Paper  presented  at  the  first 

General Teaching Council for Northern Ireland Annual Lecture, Belfast, (March), 1–17.

 

Wilkins,  C.  (2011).  Professionalism  and  the  post?performative  teacher:  new  teachers 

reflect on autonomy and accountability in the English school system. Professional development in 

education, 37(3), 389-409.

 

Wiseman, A. W., & Al-bakr, F. (2013). The elusiveness of teacher quality: A comparative analysis  

of  teacher  certification  and  student  achievement  in  Gulf  Cooperation

Council (GCC) countries. Prospects, 43(3), 289–309.

 

Wood, E., & Bennett, N. (2000). Changing theories, changing practice: exploring early childhood 

teachers’ professional learning. Teaching and Teacher Education, 16(5– 6), 635–647.

 

York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership?  Findings from  two 

decades ofscholarship.Review of Educational Research,  74,255–316.

 

Tengku Sarina Aini Tengku Kasim, Yusmini Md. Yusoff. (2007). Kaedah Mengajar Dan Kemahiran  

Interpersonal  Guru.  PTS  Professional  Publishing  Sdn.  Bhd.  Wangsa Melawati, Kuala Lumpur.

 

Zakaria, E., Chin, L. C., & Daud, M. Y. (2010). The effects of cooperative learning on students’  

mathematics  achievement  and  attitude  towards  mathematics.  Journal  of social sciences, 6(2), 

272-275.

 

Zakiah Mohamad Ashari, Azlina Mohd. Kosnin, & Yeo Kee Jiar. (2013). Keberkesanan Modul  Belajar  

Melalui  Bermain  Terhadap  Kefahaman  Pengalaman  Pranombor Kanak-kanak  Prasekolah.  2nd  

International  Seminar  on  Quality  and  Affordable Education (ISQAE 2013), (Isqae), 305–312.

 

Zion, S., & Sobel, D. M. (2015). Mapping the Gaps: Redesigning a Teacher Education Program to 

Prepare Teachers for Inclusive, Urban U.S. Schools. The Journal of the International Association of 

Special Education, 15(2), 63–73.

 

Zuraidah  Salamat.  (2011).  Kepimpinan  Pengajaran  Pengetua  Dan  Amalan  Komuniti Pembelajaran 

Profesional Di Sebuah Sekolah Di Putrajaya. Tesis Sarjana. Institut

Pengajian Kepengetuaan: Universiti Malaya.

 

 

 

 

 

 

 

 

 


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

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries with this repository, kindly contact us at pustakasys@upsi.edu.my or Whatsapp +60163630263 (Office hours only)