AMALAN BIMBINGAN PENGAJARAN PENSYARAH DALAM PROGRAM MENTORING PRAKTIKUM SERTA IMPAKNYA TERHADAP KUALITI GURU PELATIH

Diterbitkan Dalam Jurnal Pendidikan Malaysia, Vol. 38, No. 1 (May 2013)

Universiti Kebangsaan Malaysia

                        

AMALAN BIMBINGAN PENGAJARAN PENSYARAH DALAM PROGRAM MENTORING PRAKTIKUM SERTA IMPAKNYA TERHADAP KUALITI GURU PELATIH

Syed Ismail Syed Mustapa

Unit Praktikum

IPG Kampus Ilmu Khas

syed_ismail@ipgkik.edu.my

ABSTRAK

Kajian ini bertujuan untuk mengenalpasti amalan bimbingan pengajaran pensyarah dan guru pembimbing dalam program mentoring praktikum serta melihat impaknya terhadap kualiti guru pelatih. Tujuh aspek amalan yang dikaji adalah meliputi Perancangan Pengajaran, Pelaksanaan Pengajaran, Amalan Refleksi, Sikap dan Sahsiah, Nilai Profesionalisme Keguruan, Pengetahuan dan Kefahaman, dan Kemahiran Pengajaran dan Pembelajaran. Kualiti guru pelatih pula melibatkan empat aspek iaitu  Nilai Profesionalisme Keguruan, Pengetahuan dan Kefahaman, Kemahiran Pengajaran dan Pembelajaran, dan Sikap dan Sahsiah. Kajian ini menggunakan pendekatan gabungan (explanatory mixed method), yang menjadikan reka bentuk kajian kuantitatif sebagai data utama dan data kualitatif dari kajian kes sebagai data sokongan. Bagi kajian kuantitatif, seramai 535 orang guru pelatih telah digunakan untuk menilai aspek amalan bimbingan pengajaran pensyarah dan guru pembimbing, manakala 144 orang pensyarah dan 159 orang guru pembimbing untuk menilai kualiti guru pelatih telah dipilih secara rawak dari setiap IPG Zon Tengah yang terlibat dalam kajian ini. Dua orang pensyarah, guru pembimbing dan guru pelatih dipilih melalui persampelan secara kebetulan terlibat dalam kajian secara kualitatif dan melalui pemerhatian pengkaji. Data kuantitatif telah dianalisis menggunakan statistik deskriptif (peratus dan min) dan statistik inferensi melibatkan MANOVA, korelasi Pearson dan analisis regresi berganda (stepwise). Analisis data secara deskriptif menunjukkan bahawa amalan bimbingan pengajaran bagi pensyarah dan guru pembimbing yang paling dominan adalah dalam aspek Pelaksanaan Pengajaran (ming = 4.59, s.p = .17). Kajian menunjukkan menurut penilaian pensyarah dan guru pembimbing, kualiti guru pelatih yang paling tinggi adalah dalam aspek Sikap dan Sahsiah (min = 4.49, s.p. = .21). Data secara kualitatif dan melalui pemerhatian juga telah menyokong dan mengesahkan dapatan secara kuantitatif tersebut. Kajian mendapati wujud hubungan antara amalan bimbingan pengajaran (r = 0.13, p = 0.02 (p < 0.05) pensyarah dan guru pembimbing terhadap kualiti guru pelatih. Hasil kajian ini membuktikan bahawa amalan bimbingan dalam pengajaran dalam aspek amalan refleksi (F=13.595, Sig=0.000 (p<0.05) menyumbang kepada pembentukan kualiti guru pelatih berbanding dengan enam aspek yang lain.

ABSTRACT

This study aims to identify the guidance of lecturers teaching practices and teacher mentoring program practices and see its impact on the quality of teachers. Seven aspects of practice that were studied include Instructional Planning, Implementing Teaching, Reflective Practice, Attitude and Personality, Values ​​Teaching Professionalism, Knowledge and Understanding, and the Teaching and Learning Skills. Quality of trainees involves four aspects, namely Value Teaching Professionalism, Knowledge and Understanding, Teaching and Learning Skills, and Attitude and Personality. This study used a combination of approaches (Explanatory mixed method), which makes quantitative research design as the primary data and qualitative data from case studies as support data. For the quantitative study, a total of 535 trainees have been used to assess the lecturers teaching practices and teacher guidance counselors, while 144 lecturers and 159 people to evaluate the quality of teachers, student teachers were randomly selected from each IPG Central Zone involved in this study. Two lecturers, mentors and trainees selected through sampling by chance involved in a qualitative study and observe. Quantitative data were analyzed using descriptive statistics (percentage and mean) and inferential statistics involves MANOVA, Pearson correlation and multiple regression analysis (stepwise). Descriptive data analysis showed that the practice of instructional guidance for teachers, lecturers and the most dominant in terms of implementation of Teaching (ming = 4:59, sp = .17). Research shows by rating lecturers and teachers, the quality of student teachers is the highest in terms of attitude and Personality (mean = 4:49, sp = .21). Qqualitative data through observations also support and confirm the quantitative findings. The study found there is a relationship between instructional coaching practices (r = 0:13, p = 0.02 (p <0.05) lecturers and teachers, the quality of teachers. Findings of this study prove that the practice guidance in teaching in the practice of reflection (F = 13,595, Sig = 0000 (p <0.05) contribute to the formation of student teacher quality compared to the other six aspects.

Keywords – Training/practicum, teacher quality, practical guidance, supervision of practicum, practicum feedback