Pengamalan kompetensi dalam kalangan pensyarah pendidikan islam Institut Pendidikan Guru di Malaysia
The efficacy in educating trainee teachers is closely related to the determination of lecturer in practising and enhancing every competency they possess while teaching. Competent lecturers are able to develop trainee teachers‟ potential holistically so that these trainees become quality teachers in...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2017
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| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/79146/1/MohdNasriAbdullahPFTI2017.pdf |
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| Summary: | The efficacy in educating trainee teachers is closely related to the determination of lecturer in practising and enhancing every competency they possess while teaching. Competent lecturers are able to develop trainee teachers‟ potential holistically so that these trainees become quality teachers in schools later on. The purpose of this study was to investigate the traits of competency, practised by the Islamic Education Lecturers of Teachers‟ Training Colleges (IELTTC) in Malaysia. This study utilised full qualitative paradigm with a case study design. Participants of the study were eight Islamic Education Lecturers (IELs), sixteen of IEL colleagues, sixteen students and eight head of departments. The main source of data was verbatim interview, supported by observation and document analysis. NVivo 10 was used to analyse all three types of qualitative data so that themes and sub themes could be identified systematically. In general, the findings of this study has focused characteristics of lecturers‟ practice of competency from the following aspects: knowledge, personality, teaching and learning skills, guidance and practicum supervision, research and innovation, and service and consultation. Findings from this study produced seven IELTTC models which were Personal Quality Competency Practice Model (PQPCM-IELTTC), Expertise and Knowledge Competency Practice Model (EKCPM-IELTTC), Teaching and Learning Competency Practice Model (TLCPM-IELTTC), Guidance and Practicum Supervision Competency Practice Model (GPSCPM-IELTTC), Innovation and Research Competency Practice Model (IRCPM-IELTTC), Consultation and Service Competency Practice Model (CSCPM- IELTTC), and also Primary Competency Model (PCM- IELTTC). The implications of this study could become a guide to many parties particularly to lecturers at Malaysia Teachers‟ Training Institutes, the Ministry of Higher Education, Inspectorate of Schools, State Education Departments, schools as well as educators. |
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