Professional development of

mathematics teachers
LIFELONG
EDUCATION
Presenters:
norATIQAH ayob
Nor FAZILA seman
Nur SAKINAH jonit

Learning can be seen as something
that takes place on an on-going
basis from our daily interactions
with others and with the world
around us.
Lifelong learning
situations.
throughout life and in a range of
classroom, but takes place
is not confined to childhood or the
The term recognises that learning
correspondence courses.
education, home schooling or
learning, continuing
through distance learning or e-
pedagogy often accomplished
Life-long learning is a form of
Known as LLL, is the
"lifelong, lifewide, voluntary, and self-
motivated"pursuit of knowledge for either
personal or professional reasons.
As such, it not only enhances social
inclusion, active citizenship and personal
development, but also competitiveness and
employability.
 OBJECTIVES OF LIFE-LONG
LEARNING FOR MATHEMATICS
TEACHERS
Develop
 and improve practice through research based on the interest of concerned

parties.

Develop
 knowledge and practical understanding of the research process.

Develop
 professional knowledge of teachers.

Develop
 and improve education as a discipline.

To
 acquaint teachers to recent teaching learning approaches.

To enhance
 quality of instruction in classrooms.

To equip
 teachers with competencies to create effective learning environment.

To inculcate
 in teachers that learning as a life long process in upgrading their expertise.

To enable
 teachers to face and overcome challenges face in the education field.
 IN-SERVICE COURSES

In-service education is education intended to support and assists the professional development that teachers ought to experience through their working lives.

Courses are designed to provide avenues for teachers to refresh their knowledge, to improve their competencies and to bring about paradigm shift in their
outlook towards educational issues.

A teacher needs to have subject knowledge. A teacher with a sound foundation in his/her subject matter will be better able to plan for students’ learning based
on content outcomes and to keep abreast of current developments in that specific field of knowledge.

Pedagogic knowledge is essential for managing learning. Knowledge about classroom management, teaching preparation, teaching and testing skills and the
use of teaching aids are needed. Pedagogical skills such as techniques, methods , material and overall management are essential to every teacher.
 The need for process knowledge which will enable teachers to become
more aware of their practical theory and its implications on their
classroom action.

 It is about ways other knowledge is developed and understood in the

context of a person’s experience. This knowledge is derived from the
teacher’s awareness of himself/herself as a person, his/her own beliefs,
values and attitudes towards his/her actions and relationships with other
people.

The content of process knowledge are reflection, self awareness,

facilitation skills, effective communication, critical and thinking skills.
Teachers need these skills to understand themselves as educators and to
inculcate good values amongst their students.
 In-service training is concerned with the need to upgrade teacher
education to give teaching a professional status and to promote the
development of quality teaching . It also provide opportunities for
teachers to grow. Teachers are able to further themselves either for
professional enrichment or professional upgrading.

 The training components of in-service courses are hands-on activities,

usage of modules, practicum or field experience and assessment and
examination.

 The above components reflect the emphasis on experiential learning

as a form of ensuring teachers attain relevant competencies.

 Training mechanisms in providing courses for in-service teachers are

centralized training in teacher training institute, private premises,
centralized training with cooperation from various agencies using State
Education Departments and centralized training in collaboration with
local and foreign.
 “Which things, people or events
have been most influential in
teaching of mathematics?”
1. Planned professional development such as - Maths
association PD,
- Ongoing professional development courses,
- In-services,

2. Own school experiences

3. Colleagues, visiting other schools and classrooms, key
groups
4. Teacher training experiences
5. Curriculum materials, textbooks, curriculum guides
6. Experiences with children
7. Professional reading
 Discussion/ Result

 Three factors arise as particularly significant is this

analysis.

 These are that;

 teachers’ professional learning is a lifelong process
starting from their own school days,
 relationships with significant others were crucial for
the development of these teachers, and
 reflections on their teaching experiences contributed
to the teachers’ development.
 Lifelong learning
1. As the teachers looked back over their learning during their
careers they were able to identify significant events that
stood out as points of growth or change for them.

2. Planned professional development activities were also

important in the growth of these teachers.

3. So,we learn that professional development is part of lifelong

learning and involves:
 the development of new mindsets and attitudes,
 the development of insight into experience, and
 the taking of personal responsibility for learning about
teaching.
 Relationships
 Colleagues are referred to as important influences,
who :
 share ideas,
 Model good practice,
 help with planning and programming, and
 provide encouragement. Teacher

 Associated with the relationship was a positive change

in the teachers’ attitudes to include the ideas that
maths is fun or that they could be successful in
mathematics.
 Reflection on Practice
 These ongoing personal relationships combined with
the learning that flowed from their experiences in
teaching provided the teachers with a powerful
medium for professional development.

 It was apparent, that the teachers reflected upon their

experiences of teaching and learning mathematics.

 An important aspect of their ability to reflect on their

experiences was the presence of a colleague, mentor or
facilitator with whom to discuss their reflections.
 Conclusions
 Mathematics teaching is always affected by assessment. We acknowledge that
too much emphasis on examination might defeat the real purpose of
assessment.

 To upgrade the mathematics performance of the Malaysian students, it might

be timely for the Malaysian Ministry of Education to put more attention on
mathematics teacher quality through promoting its teacher professional
development programmed.

 Teacher professional development occurs in the context of lifelong learning

with experiences over a long period of time contributing to :
teachers’ knowledge of,
beliefs about and,
attitudes towards mathematics teaching and learning
SAMPLE OF QUESTION:
 Life-long education is a crucial concept to promote professional development
among math teacher, which of the following are example of life-long
education:
i. A group math teacher attend a course about the new teaching method
organized by the state education department.
ii. The ministry of education organized a course about the action research for
teacher who are below the age of 40 years old.
iii. En. Ashraf takes up a correspondent course to improve his classroom
management skills on his own initiative.
iv. A group of math teacher voluntary get together every month to discuss and
share experience on teaching mathematics.
v. Puan Fazila pursing a basic degree course in the teaching of math through a
distance learning program in a local university on her own expenses.

(a) i, ii and v only

(b) i, iii and iv only
(c) ii, iii and iv only
(d) iii, iv and v only
 BIBLIOGRAFI
Bolin, F. S. (1988). Helping student teachers think about teaching
[Membantu guru pelatih berfikir mengenai pengajaran]. Journal of
Teacher Education, 39 (2), 48-54.

Broadhead, P. (1976). Changing practice, feeling good: Primary

professional development explored [Perubahan praktik: Meninjau
perkembangan profesionalisme asas]. Journal of Education, 25 (3).

Day, C. (1999). Developing teachers: The challenges of lifelong learning

[Perkembangan guru: Cabaran pembelajaran seumur hidup]. London:
Falmer Press.

Dewey, J. (1933). How we think: A restatement of the relation of reflective

thinking to the educative process [Bagaimana kita berfikir: Suatu
pernyataan semula tentang hubungan pemikiran reflektif kepada proses
pendidikan]. Boston, MA: Heath.
Thank you……