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
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
