This document discusses the skills and competencies that teachers must possess in the 21st century. It emphasizes that teachers need to be creative, innovative, and encourage critical thinking in students. Teachers are encouraged to conduct their own research to improve teaching practices and better understand the relationship between teaching and learning. The document also outlines several challenges currently facing teachers and calls for improving teacher quality so the education system can excel. It stresses that a nation's education system cannot rise above the quality of its teachers.

1. KEMAHIRAN GURU DI ABAD 21 YANG
MESTI DIKUASAI
OLEH:
DR. MOHAMAD NOR BIN MOHAMAD TAIB
PENGARAH
PUSAT PENYELIDIKAN, PEMBANGUNAN
DAN INOVASI, IPGM
IPGK RAJANG, SARAWAK
9 SEPT 2014

2. PENDIDIKAN DAN GURU PERLU KREATIF & INOVATIF
“Guru perlu membentuk pelajar yang mampu berfikir secara tajam,
mendalam dan kreatif bagi menghadapi apa saja kemungkinan”
(PM, 12 Julai 2012)
“Pendidikan merupakan pencetus kreativiti dan menjana inovasi yang
melengkapkan generasi muda dengan kemahiran yang diperlukan
untuk bersaing dalam pasaran kerja, dan menjadi pengupaya
perkembangan ekonomi keseluruhannya”
(PM. PPPM Th 2013-2025, 6 Sept 2013)
YAB PM DATUK SERI
NAJIB RAZAK
YAB TPM TAN SERI
MUHYIDEN YASIN
“ … sudah tiba masanya guru benar-benar menjadi pencetus kreativiti
dan penjana inovasi dalam mendidik murid. … Untuk menghadapi
persaingan global yang semakin sengit dalam persekitaran ekonomi
yang dipacu inovasi, sistem pendidikan kita memainkan peranan yang
amat penting dalam menjana daya inovasi rakyat.
(TPM ‘Guru Pencetus Kreativiti Penjana Inovasi’ Hari Guru,16 Mei 2014)
IPGM perlu menerapkan pemikiran kreatif dan inovatif dalam latihan
perguruan. Ia perlukan pendekatan yang lebih interaktif dan
komprehensif dalam proses p&p.
(TPM Mesyuarat Susulan Jemaah Menteri KPM, 4 Jan 2012)
BUDAYA KREATIVITI DI NEGARA MAJU
Korea Selatan: Without Innovation, We Shall Not Survive,
Resources Are Limited But Creativity Is Unlimited,
Singapura: Education Reform 1997, Think Creatively And Critically

3. The quality of an education system cannot exceed the quality of
its teachers Barber & Mourshed (2007)
A nation at risk: improving the quality teacher education is a central
goal of the educational reform movement
USA, National Commission On Educational Excellence (1983)
Kualiti guru merupakan penentu utama pencapaian murid di sekolah. Kajian
di Tennessee USA (1990an) menunjukkan secara relatif guru berprestasi tinggi
dapat meningkatkan pencapaian murid sebanyak 50% dalam tempoh 3 tahun
berbanding guru yang berprestasi rendah. PPPM (2013-2025)

4. LIMA DIMENSI KOMPETENSI GURU

5. 21ST CENTURY PEDAGOGY FEATURES
• Critical thinking
• Active learning
• Problem solving skills
• Communicating, making connections, creating
and expressing oneself in a variety of ways
• Contextualised knowledge
• Collaborative teamwork
• IT Savvy
• Learning to know
• Learning to do
• Learning to be
• Learning to live together

6. HOW TO BRING LIFE/FUN INTO THE CLASSROOM:
 Start with an interesting set-induction so that students will
immediately be transported from where they were to what
you are going to teach;
 Avoid using the textbook all the time;
 Tap the student’s sensory powers – sight, smell, hearing,
taste and touch to make yours lessons interesting;
 Bring the students out of the classroom. A change in
physical surroundings does wonders;
 Reward students for good work done. Give simple treats;
 Encourage students even if they give wrong answers.
Never say ‘that wrong’ instead say ‘that’s not exactly very
accurate. Maybe you would like to explain it a little further?’
 Treat every student as an individual. Work on his strengths
and help him with his weaknesses;
 Conduct pair-work or group-work often. Most students
work well in groups;
 Share some of your personal experiences. There’s
consolation to know that teachers are also humans and
were young once;
 Do not be afraid to try new methods. If they do not work,
try others.

7. 4E LEARNING
• CONSTRUCTIVE LEARNING;
• STUDENT-CENTRED
LEARNING;
• COLLABORATIVE
LEARNING;
• COOPERATIVE LEARNING,
• AUTHENTIC LEARNING;
• PROBLEM-SOLVING
LEARNING;
• INTERACTIVE MULTIMEDIA
LEARNING;
• PROJECT-BASED
LEARNING.
LEARNING
OUTCOME
DOMAIN
(LOD)
PROBLEM
SOLVING %
SCIENTIFIC
SKILLS
INFORMATION
MANAGEMENT
& LIFELONG
LEARNING
SKILLS
KNOWLEDGE
PRACTICAL
KILLS
SOCIAL SKILLS &
RESPONSIBILITIES
VALUES, ATTITUDE &
PROFESIONALISME
CUMMUNICATION,
LEADERSHIP &
TEAM SKILLS
MANAGERIAL &
ENTREPRENEURIAL
SKILLS
TIME TEACHING
APTITUDE
ABILITY
PRESERVERANCE
OPPOR
TUNITY
QUALITY
APPRO
PRIATE
NESS
INCENTIVE
LEARNING
TEACHING + LEARNING + 4E (ENGAGING, ENHANCING,
EMPOWERING, ENJOYING) = ENCOURAGING LEARNING
OUTCOME

8. ‘… anyone who is teacher has to be a researcher in the sense that he/she
has a hunch, collect data, and analyses what is there in order to improve
what he/she is doing. To some degree, then, reflective teachers are all
researchers’ (King and Wahistorm, 1993: 25)
‘It is difficult to see how teaching can be improved or how curricular
proposals can be evaluated without self-monitoring on the part of
teachers. A research tradition which is accessible to teachers and which
feeds teaching must be created if education is to be significantly
improved’ (Stenhouse, 1975: 165)
‘Teacher researchers can be characterized as those practitioners who
attempt to better understand their practice, and its impact on their
students by researching the relationship between teaching and learning in
their world of work’ (John Loughran, 2002)

9. GURUSEBAGAI PENYELIDIK, KREATIF DAN INOVATIF
• Kenalpasti antara polisi & amalan; retorik & amalan
• Anjur perbincangan isu pendidikan
• Tingkatkan skil mengutip data, analisis,
penilaian, pemantauan pencapaian pelajar
• Dapatan kajian sebagai sumber rujukan INSET
• Sertai forum/seminar
• Jadikan IPGK sebagai organisasi
pembelajaran
PROFESIONALISME
MODEL
CRASP
• Lebih kritikal terhadap isu
• Menilai keberkesanan program
• Memperbaiki proses P&P
• Mendorong perubahan kreatif &
inovatif
SELF-EVALUATION
• Meningkatkan keyakinan
dan imej diri
• Sediakan input untuk dasar/polisi
• Perkukuhkan justifikasi sesuatu program
CRITICAL ATTITUDE
REFLECTIVE PRACTITIONER
ACCOUNTABILITY

10. TECHNOLOGICAL PEDAGOGICAL &
CONTENT KNOWLEDGE (TPACK)

11. TO BECOME WORLD-CLASS, TEACHERS NEED TO:
 Be prepared for the unpredictable
 Develop a deep understanding of the classroom, especially
what effective teaching constitutes
 Borrow concepts such as ideas from politics and business
and applying them to education (ex. BOS (DIRC), SP (SWOT &
SMART), PDCA, cost effectiveness, efficiency)
 Have an intellectual mind and continuously develop it
 Be prepared to be training providers and benchmarks for
other teachers
 Challenge and question ideas for self-development
 Bridge their pre-service training with the in-service training
they are receiving
 Undergo comprehensive professional development
 Autonomy to develop and implement school-based curriculum
besides core curriculum;
 Committee in school management, parent-teacher association ,
alumni etc.
 Collaboration between schools and agencies in co-curriculum
programs, especially in the areas of training and funding;
 Niche areas and recognized by schools and community;
 Qualified coaches to accelerate sports performance; and
 Autonomy to conduct co-curriculum activities.

13. CABARAN SEMASA YANG DIHADAPI GURU

15. “The quality of an education
system cannot exceed the quality
of its teachers”
Barber & Mourshed (2007)
HIGH PROFILE MATKETING
“It is important to make teaching
profession that is vibrant, self-sustaining,
and rewarding, so that it
will attract and retain the very best
talent that Malaysia has to offer”
Malaysia Education Blueprint,
2013-2025

16. TOWARDS CREATIVITY & INNOVATION
DR MOHAMAD NOR BIN MOHAMAD TAIB
E-MAIL: nortaib@yahoo.com