Name: Nurulhuda binti Abdullah/ 810727-016172 Group: PPG June 2011 Cohort 1 (TESL 3)

Curriculum Studies (TSL 3143)PART 2 : Written Essay

INTRODUCTION

A teacher's role involves more than simply standing in front of a classroom and lecturing. In

fact, even though a teacher spends the majority of the day in the classroom, the actual

teaching component is only part of the job. An effective teacher understands that teaching

involves wearing multiple hats to ensure that the school day runs smoothly and all students

receive a quality education. Instead of just lecturing in the classroom, teachers are

facilitators of learning, providing students with the information and tools they need to master

a subject. At times, teachers act like tutors, working with small groups of students or

individual students within the classroom or after class. Teachers also play the role of

evaluators, constantly assessing students' abilities through formal and informal

assessments, providing suggestions for improvement and assigning grades. Teachers have

the opportunity and the responsibility to expand their role to that of cognitive and affective

physician in the classroom, diagnosing learning and social ailments and offering courses of

healing. Such an approach to teacher/student roles focuses on the learner as a potential

responsible member of society, and concentrates primarily on helping him or her to develop

the critical-thinking and problem-solving skills necessary if he/she is to make a positive

contribution to that society. We cannot "sit on the fence" and let the world look after itself. In

short, teachers are agents of social change, and must respect themselves as such. They

must also take on the responsibility that this involves. As we will be discussing, teacher is an

agent of social change, and has a responsibility to model society in the classroom, and to

promote an ethical learning curriculum in addition to cognitive and affective ones.

TEACHER AS AGENT OF CURRICULUM CHANGE

Teachers play an important role in the implementation of a curriculum innovation. Without

the active involvement of teachers, curriculum goals are difficult to achieve the planned.

Generally, the involvement of the teachers in the process of implementation the innovation in

school curricula is different besides the various challenges and obstacles in implementing it

effectively. Among these barriers is the attitude of some teachers who always likes

confrontation with the school although the necessary facilities have been met by the school

administration. In the same time, the implementation of innovation, also face the obstacles

due to the existence of feelings of anxiety, conflict, restlessness and difficulty for teachers to

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change existing practices to new practices. Even still, there are also barriers in terms of

psychology such as lack of confidence in the use of sophisticated tools including electronic

equipment and computer technology and telecommunications. The aspects of teachers'

commitment to implement the innovation in the classroom also affect the total extent of the

involvement of teachers as agents of transformation of the curriculum. Aspects of these

commitments will affect the perception of teachers in the implementation of the innovation

itself. Next, the perception will influence the attitudes and behavior of teachers in the

teaching and learning process. Although there are problems in the implementation of

innovation, as a country that is moving forward era and has a vision to achieve world-class

education level, Malaysia continues several innovations introduced the school curriculum in

order to achieve these goals. It includes the implementation of Smart Schools, Smart Lab,

School Net Project and so on. However, many hurdles must be passed in terms of

implementation, especially to get the support and commitment of teachers. Teachers may be

a bit of discomfort with curriculum changes and innovations introduced mainly involving

teaching and this will change their role in the classroom. In order to realize the

transformation of curriculum innovation in schools there are various challenges faced to

enable its implementation effectively implemented. Demographic background of different

teachers, school location, capacity and capability of teachers in terms of motivation,

attitudes, knowledge and skills will determine the readiness of teachers in implementing the

innovation itself. Teacher motivation is the variable that becomes an important issue in the

implementation, innovation in schools. Previous studies concluded that many works, the

competence of teachers and how teachers respond to their educational practice will be more

effective if they are a high level of motivation. Teachers are motivated in this context refers

to educators who have high ability in executing their duties effectively, competitive, creative,

positive and focus on achieving educational goals. In addition, highly motivated teachers will

always have the urge intrinsic and extrinsic which enable them to generate ideas and always

helps the school organization regardless of the deadline. The question is whether teachers

have the motivation that can propel transformation and further strengthen the curriculum in

total. Describes the common view that most teachers feel uncomfortable against the

introduction of an innovation in school for fear that such a change would interfere with the

comfort and affect their functions and roles of either direct or indirect, particularly those

related to teaching and learning. This occurs because an increase in teachers' duties

following the introduction of an innovation will evoke emotional distress among some

teachers. Emotional disturbances and high stress levels are influenced by their inability to

competitive action on this innovation. If the pressure is continuous then the motivation of the

teachers will be affected and the likely relationship between teachers and students and

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fellow teachers will be tenuous. Eventually this may affect the level of self-development of

the teacher itself and teacher effectiveness in carrying out daily tasks in school. In the same

time also found that low teacher motivation levels tend to oppose an innovation due to low

self-esteem and a sense of isolation in schools. These conditions, among others, also due to

the attitudes of school administrators themselves were sometimes less often ignore them

and ask for the teacher's views with regard to the implementation of an innovation. The

second issue which characterizes the transformation of curriculum innovation in schools

involving teachers' attitudes generally, this issue can be reviewed by a number of factors

that hinder active involvement of teachers in curriculum transformation process. Among

them is the inertia factor that teachers already feel comfortable and satisfied with what is

being experienced, therefore they do not want to change. There are threatened with

whenever a change occurs, the individual teachers feel less safe in the incidence of

incertitude to do something new changes. Finally, there is the factor of time and

convenience. Few teachers often hide behind the complaints that they have less time and

there is no facility to justify the reason for the refrain from being involved in the

implementation of an innovation. The next issue is focused on the knowledge and

professional skills that are important in ensuring the effectiveness of the curriculum

transformation. This is because the control of teachers in these aspects can drive them to

discharge their duties effectively from time to time. In this context, the determination to act

proactively based on knowledge and skills and the ability to manifest their knowledge and

skills in the form of behavior is the ultimate thing that should be emphasized by the

educators towards realizing curriculum innovations and implications for teaching or

innovation that has been done to their students. Implementation of innovation is inhibited if

the authority considers education as a necessity of educational innovation, while the teacher

saw it on the opposite viewpoint. Curriculum innovation process should also be able to

change and bring new paradigm shift that is transforming from a tendency in the process of

implementation of emphasis on the technical aspects such as the provision of equipment

and training on aspects related to the development of teacher behavior, norms, attitudes and

changes in school culture. Schools must be willing to change with time. Trends in curriculum

change in Malaysia has grown rapidly in recent decades and is expected to continue in line

with the changing needs of mainstream education and global. Therefore, educators, no

matter in which position and should also be taking the opportunity to enhance the national

curriculum at the school level and also can make our education system sat together and

stand tall in the international world of education.

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