|Published online: May 21, 2014||$US5.00|
Teachers are usually held responsible for what goes wrong with students’ learning but, are only occasionally celebrated for successes. Over the years in Malaysia, there has been an aggressive public outcry in the newspapers, on Facebook, and on blogs by parents and other stakeholders about falling standards, apathetic teachers, discipline problems, and serious concerns about teaching and learning in general. The challenge, then, is to figure out what can be done about this. Most of the time, in-service continuing teacher development workshops, seminars, and other short training courses are conducted. Generally, teacher training programmes on the other hand are overly concerned with training novices with the ‘right’ knowledge, skills, and attitudes. At the SEGi University, teacher training and development in the university’s relatively young education faculty aims to investigate what really sustains the teacher. At the end of a three or four year programme, it is hoped the trainee teacher leaves the institution with the ‘right’ teacher attributes embedded affectively for best practices in the classroom. This affective philosophy approach underpins this paper. The initial phase of the teacher mentoring instrument developed and presented in this paper is intended to instill in trainee teachers attributes for good practice.
|Keywords:||Teacher Mentoring, Teacher Attributes, Becoming the Teacher|
The International Journal of Adult, Community and Professional Learning, Volume 20, Issue 2, May 2014, pp.23-31. Article: Print (Spiral Bound). Published online: May 21, 2014 (Article: Electronic (PDF File; 794.128KB)).
Professor, Faculty of Education, SEGi University, Kuala Lumpur, Wilayah Persekutuan, Malaysia