Kepentingan Komuniti Pembelajaran Profesional: Peningkatan Kualiti Pengajaran Dan Pembelajaran Serta Amalan Inklusif Guru
DOI:
https://doi.org/10.37134/perspektif.vol16.1.7.2024Keywords:
Komuniti Pembelajaran Profesional, Inklusif, Pembangunan Profesional Berterusan, Pendidikan Inklusif, Pembelajaran Sepanjang HayatAbstract
Malaysia komited terhadap pendidikan inklusif yang berkualiti dan transformatif. Ini dijelaskan melalui lima inisiatif Pelan Pembangunan Pendidikan Negara 2013-2025 selaras dengan ‘Incheon Declaration Education 2030’ yang menegaskan tentang perlunya pendidikan inklusif dan pembangunan profesional berterusan guru yang berkualiti. Walaubagaimanapun, amalan inklusif didapati tidak konsisten lantaran wujudnya kepelbagaian dan kerumitan praktis. Ini termasuk kepelbagaian etnik, budaya, bahasa, agama dan sistem persekolahan yang mempengaruhi promosi dan pelaksanaan pendidikan inklusif. Kajian ini menyelidiki perspektif guru tentang keperluan pembangunan profesional untuk pelaksanaan program pendidikan inklusif di sekolah rendah. Kajian mengadaptasi pengkaedahan kualitatif. Data diperolehi dari lima buah sekolah: tiga dengan Program Pendidikan Khas Integrasi (PPKI) dan dua bukan PPKI. Seramai 25 guru termasuk pemimpin sekolah telah ditemubual secara individu dan 51 guru terlibat dalam lapan kumpulan fokus. Sebanyak sepuluh pemerhatian dilaksanakan sebelum aktiviti temubual individu. Data dianalisis secara tematik menggunakan perisian analisis kualitatif. Penyelidik menghujahkan bahawa pembudayaan aktiviti komuniti pembelajaran profesional, kefahaman tentang pendidikan inklusif, pengukuhan nilai dan sikap positif guru dalam meningkatkan profesionalisme mereka penting untuk meningkatkan amalan inklusif guru. Hasil dapatan dijangka dapat membantu pembangun polisi dan penggubal program pendidikan inklusif dalam menghasilkan modal insan berkualiti. Pihak berkepentingan dalam pendidikan juga dijangka akan dapat memanfaatkan dapatan kajian ini dalam mempergiatkan komuniti pembelajaran profesional.
Kata Kunci: Komuniti Pembelajaran Profesional, Inklusif, Pembangunan Profesional Berterusan, Pendidikan Inklusif, Pembelajaran Sepanjang Hayat
Downloads
References
Alias, M., Harrington, I., Paimin, A. N., Sern, L. C., Foong, L. M., Mohamed, M., & Mohamed, W. A. W. (2016). Understanding Current Situations: Facilitating Inclusive Education Implementation. Advanced Science Letters, 22(5-6), 1677-1682. https://doi.org/10.1166/asl.2016.6727
Allan, K. (2015). Personal and Professional Development: Becoming an Inclusive Practitioner. The STeP Journal, 2(3), 59-69. https://ojs.cumbria.ac.uk/index.php/step/article/view/260
Armstrong, D., Armstrong, A. C., & Spandagou, I. (2011). Inclusion: by choice or by chance? International Journal of Inclusive Education, 15(1), 29-39. https://doi.org/10.1080/13603116.2010.496192
Bailey, L., Nomanbhoy, A., & Tubpun, T. (2015). Inclusive education: teacher perspectives from Malaysia. International Journal of Inclusive Education, 19(5), 547-559. https:// doi: 10.1080/13603116.2014.957739
Barber, M., & Mourshed, M. (2007). How the world's best-performing schools systems come out on top. McKinsey & Company.
Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools (M. Vaughn, Ed.). Centre for Studies on Inclusive Education (CSIE).
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational researcher, 33(8), 3-15. https://doi.org/10.3102/0013189X033008003
Chen, W.-L., Elchert, D., & Asikin-Garmager, A. (2018). Comparing the effects of teacher collaboration on student performance in Taiwan, Hong Kong and Singapore. Compare: A Journal of Comparative and International Education, 1-18. https://doi: 10.1080/03057925.2018.1528863
Clough, P., & Corbett, J. (2000). Theories of Inclusive Education: A student's guide. SAGE Publications Ltd.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (International Student Edition) (4th ed.). SAGE Publications, Inc.
Darling-Hammond, L., & Bransford, J. (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons.
Day, C., Sammons, P., & Stobart, G. (2007). Teachers matter: Connecting work, lives and effectiveness. Open University Press.
Desimone, L. M. (2011). A primer on effective professional development. Phi delta kappan, 92(6), 68-71. https://doi.org/10.1177/003172171109200616
Doveston, M. 2005. Review of Inclusive education: readings and reflections. European Journal of Special Needs Education, 20(2), 244-246.
Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56(1), 20-38. https://doi.org/10.1111/j.1467-8527.2007.00392.x
Gibson, S. (2015). When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities. International Journal of Inclusive Education, 19(8), 875-886. https://doi.org/10.1080/13603116.2015.1015177
Graham, P. (2007). Improving Teacher Effectiveness through Structured Collaboration: A Case Study of a Professional Learning Community. RMLE Online, 31(1), 1-17. https://files.eric.ed.gov/fulltext/EJ801113.pdf
Hadar, L., & Brody, D. (2010). From isolation to symphonic harmony: Building a professional development community among teacher educators. Teaching and Teacher Education, 26(8), 1641-1651. https://doi.org/10.1016/j.tate.2010.06.015
Jelas, Z. M., & Mohd Ali, M. (2014). Inclusive education in Malaysia: Policy and practice. International Journal of Inclusive Education, 18(10), 991-1003. https://doi.org/10.1080/13603116.2012.693398
Meissel, K., Parr, J. M., & Timperley, H. S. (2016). Can professional development of teachers reduce disparity in student achievement? Teaching and Teacher Education, 58, 163-173. https://doi.org/10.1016/j.tate.2016.05.013
Messiou, K. 2017. Research in the field of inclusive education: time for a rethink? International Journal of Inclusive Education, 21(2), 146-159. https://doi.org/10.1080/13603116.2016.1223184
Mizell, H. (2010). Why professional development matters. L. Forward. https://learningforward.org/docs/pdf/why_pd_matters_web.pdf.
Muijs, D. R., Kyriakides, L., van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art: teacher effectiveness and professional learning. School Effectiveness and School Improvement, 25(2), 231–256.https://doi.org/10.1080/09243453.2014.885451
Prosser, J., & Loxley, A. (2007). Enhancing the Contribution of Visual Methods to Inclusive Education. Journal of Research in Special Educational Needs, 7(1), 55-68. https://doi.org/10.1111/j.1471-3802.2007.00081.x
Rosmalily Salleh & Woollard, J. (2019). Towards Inclusive Training for Inclusive Education (Teachers’ Views about Effective Professional Development for Promoting Inclusive Education). In L. G. Chova, A. L. Martínez, & I. C. Torres (Eds.), INTED 2019 Conference Proceedings. (pp. 973-981). IATED Academy. https://doi.org/10.21125/inted.2019.0324
Salleh, R., & Woollard, J. (2019). Inclusive education: Equality and equity (Teachers’ views about inclusive education in Malaysia’s primary schools). Journal Pendidikan Bitara UPSI, 12(Special), 72-83. https://ejournal.upsi.edu.my/index.php/JPB/article/view/3070
Speck, M. (1999). The principalship: Building a learning community. Prentice-Hall.
Thomson, C. (2013). Collaborative consultation to promote inclusion: voices from the classroom. International Journal of Inclusive Education, 17(8), 882-894. https://doi.org/10.1080/13603116.2011.602535
Tyagi, R. S. (2010). School-Based Instructional Supervision and the Effective Professional Development of Teachers. Compare: A Journal of Comparative and International Education, 40(1), 111-125. https://doi.org/10.1080/03057920902909485
UNESCO. (2015). 2015 NGO Forum Declaration: Towards the Right to Inclusive Quality Public Education and Lifelong Learning Beyond 2015. World Education Forum. https://unesdoc.unesco.org/ark:/48223/pf0000233243
United Nations Department of Economic and Social Affairs UNDESA. (2015). Sustainable Development Goal 4. United Nations Department of Economic and Social Affairs (UNDESA). https://sustainabledevelopment.un.org/sdg4. 22 November 2018.
Waitoller, F. R., & Kozleski, E. B. (2013). Working in boundary practices: Identity development and learning in partnerships for inclusive education. Teaching and Teacher Education, 31, 35-45. https://www.learntechlib.org/p/202172/
Walter, C., & Briggs, J. (2012). What professional development makes the most difference to teachers? Oxford University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Rosmalily Salleh
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
