Teacher Challenges and Course Content

TABLE 3: SUMMARY OF INFORMATION ON EACH COURSE/MODULE
1.
Name of
Course/Module
Teacher and Current Challenges
Guru dan Cabaran Semasa
2. Course Code EDU3093
3. Name(s) of academic
staff
4. Rationale for the
inclusion of the
course/module in the
programme
Students should understand challenges in the teaching profession and be able to
handle these challenges wisely.
5. Semester and Year
offered
Semester 2, Year 4
6. Total Student
Learning Time (SLT)
Face to Face Non Face To Face
Total Guided and
Independent Learning
L = Lecture
T = Tutorial
P = Practical
A = Assessment
L T P A
72.5 120
30 15 0 2.5
7. Credit Value 3
8. Prerequisite (if any) None
9. Learning Objectives Students will be able to :
1. Understand Teachers and Current Challenges course content.
2. Internalise General Orders in the teaching profession and use them as a
guide when addressing current challenges.
10. Course Learning
Outcomes
(CLO)
1. Elaborate issues and current challenges faced by teachers.
2. Explain public rules and its relation to the teaching career.
3. Discuss early symptoms of emotional disturbances among students and
steps to overcome them.
4. Analyse emotional stress of teachers
5. Prepare an action plan to manage changes in the field of education.
LEARNING TAXONOMIES
COGNITIVE
DOMAIN
PSYCHOMOTOR
DOMAIN
AFFECTIVE
DOMAIN
CLO
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Perception
Set
Guidedresponse
Mechanism
Complexorovertresponse
Adaptation
Origination
Receiving
Responding
Valuing
Organization
Internalizingvalues(characterization)
C
1
C
2
C
3
C
4
C
5
C
6
P
1
P
2
P
3
P
4
P
5
P
6
P
7
A
1
A
2
A
3
A4
A
5
1 X X X X
2 X X X X
3 X X
4 X
5 X X X
(Berkuat kuasa Mulai Jun 2014)
1

11. Transferable Skills: Upon completion of this course, what are the transferable skills that student
teachers can gain? Please put an X in the ‘Yes’ or ‘No’ cell.
EDU3093 Ya Tidak
TS1 X
TS2 X
TS3 X
TS4 X
TS5 X
TS6 X
TS7 X
TS8 X
TS9 X
Note: Yes indicates that this subject contributes to the development of the
transferable skills. No indicates that the subject does not contribute to the
development of the transferable skills.
Code Transferable skills
TS1 plan, collaborate and carry out tasks in groups
TS2
communicate effectively both verbally and in writing, in social and
academic settings
TS3 use Information and Communication Technology (ICT) skills
TS4 demonstrate commitment to excellence
TS5 identify and solve problems creatively and innovatively
TS6 use higher order thinking skills (HOTS)
TS7 demonstrate the ability to gather, synthesise and present information
TS8 project confidence and leadership skills
TS9 project the persona and qualities of a teacher
12. Teaching-learning
and assessment
strategy
Teaching-learning strategy:
1. Lecture
2. Presentation
3. Discussion
Assessment strategy:
Performance of students in this course is determined through two (2)
forms of assessment, that are course work (50%) and written examination
(50%). Examination questions are constructed by lecturers teaching the
course within the time frame given. Centralised examination is
administered at the end of the semester. Examination questions comprise
of structured and extended essays.
13. Synopsis This course discusses educational issues and current challenges; early symptoms
of emotional disturbances amongst students and teachers; ways to overcome
emotional disturbances; innovation and managing educational changes.
Kursus ini membincangkan isu-isu pendidikan dan cabaran semasa; tanda-tanda
awal gangguan emosi dalam kalangan murid dan guru serta cara-cara
menanganinya; inovasi dalam pendidikan serta pengurusan perubahan dalam
pendidikan.
14. Mode of Delivery Lecture and Tutorial
15. Assessment Methods
and Types
Course work : 50%
Examination : 50%
2

16. Mapping of the
Programme Learning
Outcomes to the
Programme
Educational
Objectives
PLO
1
PLO
2
PLO
3
PLO
4
PLO
5
PLO
6
PLO
7
PLO
8
PLO
9
PEO1 x x
PEO2 x x x
PEO3 x x x
PEO4 x x x x
PEO5 x x
PEO6 x x
Note: PLO indicates Programme Learning Outcomes and PEO indicates
Programme Educational Objectives. The PLO and PEO details are as follows:
Programme Educational Objectives (PEO)
PEO1 Apply the knowledge and skills of teaching in schools, community, and
environment.
PEO2 Demonstrate the ability to engage in life-long learning.
PEO3
Demonstrate the characteristics of an excellent teacher who is able to be
an exemplar, who is ethical and competitive locally and globally.
PEO4 Generate innovative solutions to problems in the Teaching of English as a
Second Language.(TESL) through research and problem solving.
PEO5
Practise leadership qualities to create teamwork, the ability to
communicate, and demonstrate moral, social and ethical responsibility.
PEO6 Uphold Bahasa Melayu as a language of knowledge and strengthen the
use of the English language to communicate competently.
Programme Learning Outcomes (PLO)
PLO1 Use knowledge about the English language as well as knowledge and
understanding of the theories and principles for the teaching and learning
of English as a Second Language.
PLO2 Model the correct and appropriate use of the English language and apply
knowledge of pedagogical theories and principles to create learning
experiences according to the level of pupils’ development.
PLO3 Apply reflective practices, problem-solving skills, scientific skills, research
skills and creative and critical thinking skills in the Teaching of English as
a Second Language.
PLO4 Communicate and cooperate effectively with various parties locally and
globally.
PLO5 Demonstrate the ability for, and show commitment and responsibility in
working as a team.
PLO6 Practise values, ethics, morality and professionalism in the teaching
profession.
PLO7 Recognise the need and capacity for continuous personal improvement by
accessing, analysing and applying new knowledge to engage in life-long
learning.
PLO8 Demonstrate managerial and entrepreneurial skills in responding to
current trends and changes in education.
PLO9 Demonstrate responsibility in effective leadership.
3

17. Mapping of the
course/module to the
Programme Learning
Outcomes
PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9
CLO1 X
CLO2 X X X
CLO3 X X X X
CLO4 X X X
CLO5 X X X X X
Note: CLO refers to Course Learning Outcomes and PLO refers to Programme
Learning Outcomes. The PLO and CLO details are as follows:
Programme Learning Outcomes (PLO)
PLO1 Use knowledge about the English language as well as knowledge and
understanding of the theories and principles for the teaching and
learning of English as a Second Language.
PLO2 Model the correct and appropriate use of the English language and
apply knowledge of pedagogical theories and principles to create
learning experiences according to the level of pupils’ development.
PLO3 Apply reflective practices, problem-solving skills, scientific skills,
research skills and creative and critical thinking skills in the Teaching of
English as a Second Language.
PLO4
Communicate and cooperate effectively with various parties locally and
globally.
PLO5 Demonstrate the ability for, and show commitment and responsibility in
working as a team.
PLO6 Practise values, ethics, morality and professionalism in the teaching
profession.
PLO7 Recognise the need and capacity for continuous personal improvement
by accessing, analysing and applying new knowledge to engage in life-
long learning.
PLO8
Demonstrate managerial and entrepreneurial skills in responding to
current trends and changes in education.
PLO9
Demonstrate responsibility in effective leadership.
Course Learning Outcomes(CLO)
CLO1 Elaborate issues and current challenges faced by teachers.
CLO2 Explain public rules and its relation to the teaching career
CLO3 Discuss early symptoms of emotional disturbances among students
and steps to overcome them
CLO4 Analyse emotional stress of teachers .
CLO5 Prepare an action plan to manage changes in the fireld of education
4

18.
Content outline of the course/module and the
SLT per topic
Face-to-face
Interaction
NonFace-to-face
Interaction
Total
Lecture
Practical
Tutorial
Assessment
Self-study(beforeandafterlecture)
Others(Coursework,revision,etc.)
1. Issues And Current Educational Challenges
• National integration
• Democratization of education
• Pillars of Education (UNESCO)
• Globalisation in education
• Multiculture
• Influence of Information Technology and
Communication
• Social problems
• Reports and Analysis on National Education
Achievement
- Local
- International
8 4 8 20
2. Teacher And Legislation
• Rules for Civil Servants (behaviour and
discipline) 1993 (Reviewed year 2002)
• Education Act 1996
• Person with disabilities Act 2008 (Akta OKU
2008)
• Education Act (Special Education) 1997
5 3 5 13
3. Emotional Stress Among Students
• Early symptoms of emotional disturbances
• Steps to overcome emotional disturbances
• Children’s rights
4 2 4 10
4. Emotional Stress Among Teachers
• Stress
• Burn out
• Steps to manage emotional stress
3 1 3 7
5

5. Innovation And Educational Changes
• Innovative teaching strategies
• Use of technology in teaching
• Development of learning environment
• Resource design
• Assessment and evaluation design
5 3 5 13
6. Managing Innovation And Educational Change
• Managing innovation and change strategies
• Adaptation of various innovation and change
• Education Development Plan Malaysia
(PPPM)
5 2 5 12
Coursework 25 25
Revision for Examination 17.5 17.5
Examination 2.5 2.5
Total 30 15 2.5 30 42.5 120
19. Main references Fullan,M.(2003).Change Forces with a Vengeance. London: Falmer Press/
Routledge.
Fullan.M.(2005).Fundamental change:International handbook of educational
change. Dordrecht: Springer.
Kozma,R.B.(2003). Technology,innovation and educational change:A global
perspective.USA:ISTE.
Additional references Altricher,H. & Elliot,J.(2000). Images of educational change. Buckingham:Open
University Press.
Fullan,M.(2001) The meaning of educational change.(3rd
ed.) New York:Teacher
College Press.
Hoban,G.J.(2002).Teaching learning for educationa change. Buckingham:Open
University Press.
Liz Ozman Wan Oman.(2000). Mengurus agenda abad 21: Cabaran dan persiapan
diri dalam era globalisasi.Kuala Lumpur:Golden Books Centre.
Shahril@Charil Marenki.(1999). Isu pendidikan di Malaysia: Sorotan dan
cabaran.Kuala Lumpur:Utusan.
Universiti Kebangsaan Malaysia.(2000).Globalisasi:Implikasi dan cabaran. Bangi:
Fakulti Sains Pembangunan.
Zaid Ahmad et al.(2006).Hubungan etnik di Malaysia.Shah Alam .Oxford Fajar Adn
Bhd.
20. Other additional
information
None
6

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