Dispositions of a Teacher in learning

and teaching

NAMA AHLI KUMPULAN

JAYACHANDRAN A/L TANAGOBAL

PARIMALA DEVI A/P MARIMUTHU

KASTHURY A/P VERAMUTHU

SANGEETHA A/P MARIMUTHU

What are Dispositions?

Dispositions are the values, commitments and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator’s own professional growth.

Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice. For example, they might include a belief that all students can learn, and vision of high and challenging standards, or a commitment to a safe and supportive learning environment.”

What's make a disposition of a good teacher

PERSONALITY AND THE VALUES

OF A TEACHER

INITIATIVE

Making a plan or proposal to be resourceful, use personal

enterprise and one’s ingenuity to lead or take an upper hand

in a situation.

Timely and consistent presence in class or

school

ATTENDANCE

PREPAREDNESS

Well prepared for class or tutoring. Evidence of reading/assignments

through notes, questions, and engagement in discussions is

consistent.

CONTINUOUS LEARNING

Demonstrates curiosity, creativity and flexibility

regarding course content, processes and tasks. Learns from the situation to improve

in the future.

POSITIVE CLIMATE

Views feedback and situations maturely; analyzes feedback, comments and interactions to make appropriate adjustments to enhance personal growth and learning and promote a positive learning environment.

REFLECTIVE

Willing to suspend initial judgments, receptive to a critical examination of

multiple perspectives, generates productive options, makes reasoned decisions with supporting evidence, makes appropriate connections to

previous reading, coursework, experiences.

THOUGHTFUL & RESPONSIVE LISTENER

Demonstrates the ability to thoughtfully listen and respond to people’s insights, needs and

concerns.

COOPERATIVE & COLLABORATIVE

Works well with others; keep groups on task; maximizes individual’s talents and distributes responsibility.

RESPECTFUL

Interacts without putdowns or sarcasm and demonstrates sensitivity in language use; sets high expectations for self and others; shows courtesy and consideration for people and ideas.

RELATIONSHIP BUILDING

Demonstrates the ability to develop basic relationships with others for the purposes of establishing working relationships that are meaningful, that encourage involvement, and promote achievement.

MULTICULTURAL COMPETENCIES

Demonstrate the knowledge, awareness, and skills that enable one to interact successfully and respectfully with people of different backgrounds, viewpoints, and values.

Teaching is not just to transmit knowledge

Teacher´s disposition is related with how we as educators perceive teaching, the term of teaching is not just to transmit

knowledge. Dispositions help go beyond the school system, is to teachers promote

in students the desire of learning. Furthermore, providing students with

meaningful experiences inside and outside of the classroom to make learning

meaningful.

Teaching is not just to transmit

knowledge School

PpdProgrammes

InternationalProgrammes

NGO Programmes

KPMProgrammes

JPNProgrammes

Lack of teachers´disposition can

transmit learning as a tedious activity.

Positive Thoughts

Dispositions can help students raise positive

thoughts towards learning; as a result, they will perceive learning as an enjoyable

activity.

Teachers´ disposition can motivate students in their

learning process, and create safe environment which make

learning important.

Dispositions can transform society

THE ABILITY TO LIVE HARMONIOUSLY IN A COMMUNITY

Teachers´disposition allows us to perceive students’

needs inside and outside of the classroom.

Furthermore, the importance of transforming good citizens for our future.

TEACHERS IDEOLOGY IN MALAYSIA

NATIONAL PHILOSOPHY OF EDUCATION

“Education in Malaysia is an on going effort towards further developing the potential of individuals in a holistic and integrated manner, in order to produce

individuals who are intellectually, spiritually, emotionally and physically, balanced and

harmoniously, based on a firm belief in and devotion to God. Such an effort is designed to produce

Malaysian citizens who are knowledgeable and competent, who possess high moral standards and

who are responsible and capable of achieving a high level of personal well being to contribute to the

betterment of the nation, family and society.

MASSAGE OF FPK

OBJECTIVE OF FPK

Religious Factor

Social Factor

Political Factor

Economic Factor

Individual Factor

International Factor

Cross - cultural differences

Teachers are more inclined to regard students as active participants in the process of acquiring

knowledge than to see the teacher’s main role as the transmission of information and demonstration of “correct solutions”. This is most true in northwest

Europe, Scandinavia, Australia and Korea and least true in southern Europe, Brazil and Malaysia where

teachers fall between the two views. In the classroom, teachers in all countries put greater emphasis on ensuring that learning is well structured than on student-oriented activities which give them more autonomy. Both of these teaching practices are

emphasized more than enhanced learning activities such as project work. This pattern is true in every

country.

Differences in national cultures and pedagogical traditions suggest the

possibility of differences in the pattern and strength of endorsement of the two views among countries. Research shows that in

all countries but Italy the average endorsement of constructivist beliefs is stronger than that of direct transmission

beliefs. In most countries, therefore, teachers believe that their task is not simply to present facts and give their students the opportunity to practice, but rather that they

should support students in their active construction of knowledge.

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Besides this general agreement on beliefs about instruction, countries differ in the strength of

teachers’ endorsement of each of the two approaches. The preference for a constructivist view

is especially pronounced in Austria, Australia, Belgium (Fl.), Denmark, Estonia and Iceland.

Differences in the strength of endorsement are small in Brazil, Bulgaria, Italy, Malaysia, Portugal and

Spain. Hence teachers in Australia, Korea, northwestern Europe and Scandinavia show a

stronger preference for a constructivist view than teachers in Malaysia, South America and southern Europe. Teachers in eastern European countries lie

in between.Teachers in Australia, Austria and Iceland endorse constructivist beliefs considerably

more strongly than direct transmission beliefs.

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TYPES OF TEACHING

PREPARED BY ,GROUP 9