Mahat HANİFAH, Hashim MOHMADİSA, Saleh YAZİD, Nayan NASİR, Norkhaidi SAİYİDATİNA BALKHİS

Professional and Pedagogical Competencies of Geography Teachers in Malaysia

This study aims to examine the professional and pedagogical competencies of form six geography teachers in Malaysia. Study involved 200 geography teachers from across Malaysia, separated into five zones; the Northern Zone, the Central Zone, the East Coast Zone, the Southern Zone and the East Malaysia Zone. A questionnaire was used to collect the data. The six variables of professional and pedagogical competence studied were as follows: teachers' understanding of their topics, professional knowledge, subject content knowledge, pedagogical content knowledge, pedagogical technology knowledge and professional values. The findings showed all competencies of professionalism and pedagogy to be at high levels. Specifically, correlations revealed teachers' understanding of topics to have strong, significant relationships with their subject content knowledge, pedagogical content knowledge and pedagogical technology knowledge, and moderate, significant relationships with their professional knowledge and values. Hence, the results indicate that teachers’ professional knowledge and values need to be enhanced in order to achieve the ideal level of professional and pedagogical competence for form six geography teachers in Malaysia.

Keywords:

competence, professionalism, pedagogy, teachers, geography,

PDF

___

Ahmad Yunus, K., & Ab. Halim, T. (2010). Pengetahuan Pedagogikal Kandungan (PPK) Pengajaran Akidah : Kajian kes guru cemerlang Pendidikan Islam. Journal of Islamic and Arabic Education, 2(2), 13–30. (In Malay)
Anuar, A. & Nelson, J. (2015). Pengaruh kompetensi kemahiran guru dalam pengajaran terhadap pencapaian akademik pelajar dalam mata pelajaran sejarah. Jurnal Kurikulum & Pengajaran Asia Pasifik, 3(2), 1-11. (In Malay)
Babbie, E. (1992). The practice of social research. CA: Wadsworth, Inc.
Chuah, B. K., Wan Rozali, W.H. & Joseph, A. (2013). Isu pengajaran pembelajaran Geografi dan amalan refleksi kendiri dalam kalangan guru pelatih Institut Pendidikan Guru Malaysia. Seminar Pendidikan Sejarah dan Geografi 2013, 29 – 30 Ogos 2013, Universiti Malaysia Sabah, Malaysia. (pp 157-170). (In Malay)
Cohen, L., Manion, L. & Morrison, K. (2000). Research methods in education (5th. ed.). London and New York: NY Routledge Falmer.
Hanifah, M., Shaharudin, I., Mohmadisa, H., Nasir, N., & Yazid, S. (2015). Transforming Sustainability Development Education in Malaysian Schools through greening activities. Review of International Geographical Education Online ©RIGEO, 5(1), 78–94.
Hasnah, I. & Jamaludin, B. (2017). Kompetensi guru bahasa Melayu dalam menerapkan kemahiran berfikir aras tinggi dalam pengajaran dan pembelajaran. Jurnal Pendidikan Bahasa Melayu, 7(1), 56-66. (In Malay)
Ibrahim, Saedah Siraj & Mohammed Sani. (2012). Standard Kompetensi Guru Malaysia. Laporan Geran. Universiti Malaya. Retrieved from http://repository.um.edu.my/25208/1/STANDARD%20KOMPETENSI%20GURU%20MALAYSIA%20Saedah%20Siraj%20%26%20Mohammed%20Sani%20Ibrahim.pdf (In Malay)
Kandemir, A. M. (2015). The ınvestigation of preservice mathematics and primary education teachers’reflective thinking levels according to some variables. Education Sciences (NWSAES), 10(4), 253-275. https://doi.org/10.12739/NWSA.2015.10.4.1C0646
Kementerian Pelajaran Malaysia. (2016). Etika dalam Profesion Keguruan. Putrajaya: Bahagian Pendidikan Guru, Kementerian Pelajaran Malaysia. (In Malay)
Kementerian Pendidikan Malaysia. (2009). Standard Guru Malaysia. (B. P. Guru, Ed.). Putrajaya: Kementerian Pendidikan Malaysia. (In Malay)
Kementerian Pendidikan Malaysia. (2017). Instrumen Standard 4: Pembelajaran dan Pemudahcaraan (Sekolah). Putrajaya: Kementerian Pendidikan Malaysia. (In Malay)
Koehler, M., Mishra, P. & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK). The Journal of Education, 193(3), 13–19.Landell K. (1997). Management by menu. London: Wiley & Sons Inc.
Lyle, S. M. & Signe, S. M. (1993). Competence at work, models for superior performance. New York: John Wiley & Sons, Inc.
Majlis Peperiksaan Malaysia. (2012). Peperiksaan Sijil Tinggi Persekolahan Malaysia. (STPM) Geografi. Sukatan Pelajaran dan Kertas Soalan Contoh. Kuala Lumpur: Majlis Peperiksaan Malaysia. Retrieved from https://www.moe.gov.my/images/pemberitahuan/standard%20guru%20malaysia%20-%202009.pdf (In Malay)
Mohammad Rusdi, A. M. (2017). Pengetahuan teknologi pedagogi kandungan dan kreativiti pengajaran dalam kalangan guru Bahasa Arab di Malaysia. (PhD Thesis). Fakulti Pendidian, Universiti Malaya. (In Malay)
Mohd Faiz, M.Y. & Jamal@Nordin, Y. (2016). Model pengukuran kompetensi kerja guru. International Seminar on Generating Knowledge Through Research, UUM-UMSIDA, 25-27 October 2016, Universiti Utara Malaysia, Malaysia. Retrieved from http://ojs.umsida.ac.id/index.php/icecrs. (In Malay)
Mohd Faris Dziauddin, Mohmadisa Hashim, Mohd Suhaily Yusry Che Ngah. (2013). Geographic literacy among university student's in Peninsular Malaysia. Geographic Education in Malaysia. Department of Geography and Environment.
Rohayati, I., Ahmad Fauzi, M. A., Othman, T. (2012). Hubungan antara kompetensi guru, sokongan dan prasarana sekolah dengan sikap guru terhadap penggunaan teknologi maklumat dan komunikasi dalam pengajaran dan pembelajaran. Jurnal Pendidikan Sains & Matematik Malaysia, 2(1), 51-64. (In Malay)
Shulman. L. (1987) Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
Wan Mohd Zahid, M. N. (1991). Reformasi Pendidikan dan Kurikulum Bersepadu Sekolah Menengah : Isu dan cabaran, reformasi pendidikan di Malaysia. (M. I. Jauzi, Ed.). Kuala Lumpur: Nurin Enterprise. (In Malay)
Zaiha Nabila, M. H. (2014). Kompetensi guru dalam pengajaran amali reka bentuk dan teknologi di sekolah rendah Daerah. (Master Thesis). Fakulti Pendidikan Teknikal dan Vokasional, Universiti Tun Hussein Onn Malaysia. (In Malay)