POLICY 3:
INVESTMENT IN PROFESSIONALISM OF TEACHERS
POLICY 3 INFOGRAPHICS
With the COVID-19 endemic, even greater efforts are needed to address students’ academic and social emotional needs, all the while making up for learning loss and preparing for the unpredictable combinations of distance learning, blended learning, and in-classroom learning. These expectations, along with the need for greater emphasis on equity-focused teaching and learning have raised the bar for educators and for educator preparation. (1)
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By BERNARD OW
Representative,
Ministry of Education,
Dewan Muda Malaysia.
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DATE AND TIME
Sunday, 31 Oct 2021
2.50 PM MYT
RELATED NEWS
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Teachers always undertake an important mission for bringing about change to education systems, since they are the ones who will decide whether or not to accept the change. According to many scholars, teachers and their continuous professional development (CPD) are crucial in determining the success of any educational reform directly and the future of society indirectly. (2)
Thus, continuous professional development of teachers is crucial so that teachers are able to prepare students to face challenges and work in jobs that have not existed yet. At the same time, teachers need to continue to upskill themselves in order to meet the various needs of students. (3)
Teachers face challenges in delivering lessons effectively during the COVID-19 era such as in terms of technology mastery, leadership, workload management, etc. (4)
What: (5)
In comparison to New Zealand, for example, where the teacher professionalism is among the best in the world, more can be done to improve that in the case of Malaysia such as with:
Provision of study and sabbatical leave
Funding of on-going professional development
Incentivization through higher salary
Autonomy and accountability
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REFERENCES
(1) Linda Darling-Hammond & Maria E. Hyler (2020). Preparing educators for the time of COVID … and beyond, European Journal of Teacher Education, 43:4, 457-465. Retrieved from DOI: 10.1080/02619768.2020.1816961 https://www.tandfonline.com/doi/full/10.1080/02619768.2020.1816961
(2) Ucan, Serkan. (2016). The role of continuous professional development of teachers in educational change: A literature review. Harran Education Journal. 1. 36-43. 10.22596/2016.0101.36.43. Retrieved from https://www.researchgate.net/publication/311904922_The_role_of_continuous_professional_development_of_teachers_in_educational_change_A_literature_review
(3) Darling-Hammond, L. (1990). Teacher professionalism: Why and how. Schools as collaborative cultures: Creating the future now, 3, 25-50. Retrieved from https://eric.ed.gov/?id=ED333064
(4) Hassan, M. A. A., Gengatharan, K., Ramli, R., & bin Mukhter, M. S. (2021). Issues of Teacher Professionalism In The Era of The COVID. Social Sciences, 11(8), 1117-1123. Retrieved from https://www.researchgate.net/profile/Mohd-Aizat-Abu-Hassan/publication/354066781_Issues_of_Teacher_Professionalism_In_The_Era_of_The_COVID-19/links/612356f9232f955865a3dbc1/Issues-of-Teacher-Professionalism-In-The-Era-of-The-COVID-19.pdf
(5) Kholis, N., & Murwanti, M. (2019). Teacher Professionalism in Indonesia, Malaysia, and New Zealand. TARBIYA: Journal of Education in Muslim Society, 6(2), 179-196. Retrieved from http://books.uinsby.ac.id/id/eprint/86/1/Nur%20Kholis%2C%20Murwanti_Teacher%20Professionalism%20in%20Indonesia%2C%20Malaysia%2C%20and%20New%20Zealand.pdf