Nurturing scholarly teachers a challenge

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NEW STRAITS TIME 2  JULY 2023

MALAYSIA needs more scholarly teachers, those who are not just lifelong learners, but also practise scholarly teaching, making decisions based on experience and discussions with colleagues, besides linking scientific literature and public theories to their work.

But how does Malaysia produce and identify scholarly teachers?

Since 1994, Malaysia has been assessing teachers by way of the Expert Teacher Scheme, now known as the Excellent Teacher Scheme.

The Education Ministry's website shows that the country has 14,327 excellent teacher posts with 13,300 appointed.

We know that among the criteria to obtain the status is to conduct research and disseminate findings to the public.

Is it high time to set research competency as the main criterion for those who want to join the teaching workforce?

The 2018 OECD Teaching and Learning International Survey said 76 per cent of primary school teachers reported that teaching was their first choice, while 66 per cent of secondary school teachers chose theirs as a first career choice.

The statistics are important if our educational system wants to retain a quality teaching workforce marked by intellectually-capable teachers, through revised selection criteria during job interviews and suitable training programmes for pre-service and in-service teachers.

This aligns with the ministry's aspiration to make the teaching profession a first career choice among high-calibre students and parents.

The professional learning community (PLC) is an initiative that may modify teachers' intellectuality.

PLC programmes are a wheel of hope for schools and academic faculties to collaborate in a smart partnership, sharing expertise in practice and theories of doing research.

These include doing critical self-reflection, linking and analysing practice with theories or models, and synthesising theories out of their own practice.

But PLC's return on investment remains a question.

It is postulated that in neglecting such scholarly activities, teaching becomes routine and a dull job.

Does this lead teachers' early retirement?

From our observation as supervisors and visiting lecturers to some schools during collaborative projects, there is a feeling of a comfort zone in some schools.

This has led some teachers to be not worried or bothered to understand the concepts of "cybergogy", "peeragogy" and "heutagogy" as alternatives to current pedagogical approaches.

At the same time, with more teachers complaining about a heavy workload and burnout, leading to early retirement, we sense that teachers' eagerness to work is subsiding.

It is critical to create a sense of joy among teachers to accept the challenges of the job.

To realise the notion of scholarly teachers, they should be trained to welcome challenges that come in new theories, models and research findings, which will keep their intellectual neurons alive.

Teachers should be encouraged to conduct research on their pedagogical problems, which will then encourage them to read academic materials.

This will also stimulate dialogue with colleagues to improve their own practices, detecting strengths and weaknesses, and identifying room for improvement.

We believe that if this culture is operational, it could help teachers become more intellectual and more scholarly in solving educational problems.

A review of studies of Malaysian teachers undertaking scholarly activities, such as researching their classroom practices, popularly known as action research, has revealed limited evidence of their intellectual capabilities.

In particular, action research activities, a mandated research initiative by the Education Ministry for teachers to be promoted as excellent teachers, also documented a rather less critical text written by teachers, which denotes a need to start thinking how this pool of teachers could be role models in the lifelong-learning agenda.

A study by Universiti Utara Malaysia researchers is underway to analyse and determine the composites that could drive teacher-scholar characteristics and quality.

Another small-scale study on how teachers who enrolled in postgraduate programmes conduct their literature review is also underway.

The latter study aims to look at the challenges that these teacher learners face while conducting research as part of the requirement of their studies.

A high attrition rate among teacher learners would raise the question on whether the incapability to think like a scholar might be a factor.

It is hoped that the findings will provide insights into how to help more teachers graduate with flying colours and use these capabilities to encourage their students' growth.

---

The writers are lecturers from the School of Education, College of Arts and Sciences, Universiti Utara Malaysia

How scholarly are Malaysian teachers? The mismatch between idealistic and reality of teacher identity.

 

How scholarly are Malaysian teachers? The mismatch between idealistic and reality of teacher identity.

NORLIZA KUSHAIRI, UUM

The recent budget allocation for education in Malaysia reflects the government's commitment to investing in education and valuing teachers as agents of change. 

With the onset of the Covid-19 pandemic in 2020, the educational system in Malaysia underwent a complete transformation from physical to digital. This unprecedented situation has actually provided teachers and learners with opportunities to develop new skills, especially those related to digitalization and research skills.

However, to keep up with the demands of a rapidly changing society, it is crucial for teachers to receive adequate training to upskill and upgrade their competencies. With the significant investment made in education, it is reasonable to expect a return on investment in terms of improved skills, knowledge, and expertise among teachers.

Over the years, many teachers have shown great interest in joining professional development courses, some of which are initiated by the Ministry of Education and award e-certificates through the Sistem Pengurusan Latihan Guru (SPLM). However, despite teachers engaging in professional development and research activities, and accumulating numerous certificates, there is a lack of evidence on teachers' identity as scholars. This poses a significant concern as a scholarly identity is crucial for continuous learning and improvement, which is necessary for effective teaching and adapting to changes in the educational landscape. Additionally, the lack of a scholarly identity can marginalize teaching as a profession, negatively impacting teacher recruitment and retention.

To address this issue, a team of researchers from UUM conducted a cross-sectional study on 700 teachers to determine the composites that qualify teachers as scholars. One of the proposed composites for the teacher-scholar model is learning capacity or learning power, namely Malaysian Teacher Learning Power (MTLP). The researchers developed a scale based on the effective lifelong learning inventory proposed by Deakin Crick et al. (2006) to identify the primary dimensions of learning power that teachers ascribe to while undertaking professional development. The seven dimensions proposed by ELLI are changing and learning, meaning making, critical curiosity, resilience, creativity, learning relationships, and strategic awareness.

Through Principal Component Analysis, new dimensions were derived from the seven original components, namely Strategic Organizing, Learning Reflexivity, Changing and Learning, and Self-Efficacy. The findings suggest that Malaysian teachers could retain themselves in lifelong learning endeavors, making them apt to be identified as scholars.

However, in interviews with some informants, there seems to be a tension between what is expected from teachers and how they interpret the scholarly identity. While many teachers responded positively to research and scientific activities, there is still a gap in their capability to relate their classroom practices with scientific theories, and disseminate their work in scholarly publications. This highlights a mismatch between the objectives of the training provided for teachers and the output of the highly spent trainings. The idealistic representation of teachers as scholarly professionals possessing characteristics such as "teacher-researcher," "reflective-practitioner," and "self-directed learner" is not being fully realized.

Therefore, a close scrutiny of the training provisions should be conducted to examine the input and process of professional development courses in ways that could nurture the intellectual capabilities of teachers and enable them to possess the quality of scholarly teachers.

Backward design

Credit to: the glossary of education reform

https://www.edglossary.org/demonstration-of-learning/

Backward design, also called backward planning or backward mapping, is a process that educators use to design learning experiences and instructional techniques to achieve specific learning goals. Backward design begins with the objectives of a unit or course—what students are expected to learn and be able to do—and then proceeds “backward” to create lessons that achieve those desired goals. In most public schools, the educational goals of a course or unit will be a given state’s learning standards—i.e., concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education.

The basic rationale motivating backward design is that starting with the end goal, rather than a starting with the first lesson chronologically delivered during a unit or course, helps teachers design a sequence of lessons, problems, projects, presentations, assignments, and assessments that result in students achieving the academic goals of a course or unit—that is, actually learning what they were expected to learn.

Backward design helps teachers create courses and units that are focused on the goal (learning) rather than the process (teaching). Because “beginning with the end” is often a counterintuitive process, backward design gives educators a structure they can follow when creating a curriculum and planning their instructional process. Advocates of backward design would argue that the instructional process should serve the goals; the goals—and the results for students—should not be determined by the process.

While approaches may vary widely from school to school or teacher to teacher, a basic backward-design process might take the following form:

1. A teacher begins by reviewing the learning standards that students are expected to meet by the end of a course or grade level. In some cases, teachers will work together to create backward-designed units and courses. For a related discussion, see common planning time.
2. The teacher creates an index or list of the essential knowledge, skills, and concepts that students need to learn during a specific unit. In some cases, these academic expectations will be called learning objectives, among other terms.
3. The teacher then designs a final test, assessment, or demonstration of learning that students will complete to show that they have learned what they were expected to learn. The final assessment will measure whether and to what degree students have achieved the unit goals.
4. The teacher then creates a series of lessons, projects, and supporting instructional strategies intended to progressively move student understanding and skill acquisition closer to the desired goals of the unit.
5. The teacher then determines the formative-assessment strategies that will be used to check for understanding and progress over the duration of the unit (the term formative assessment refers to a wide variety of methods—from questioning techniques to quizzes—that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course, often for the purposes of modifying lessons and teaching techniques to make them more effective). Advocates typically argue that formative assessment is integral to effective backward design because teachers need to know what students are or are not learning if they are going to help them achieve the goals of a unit.
6. The teacher may then review and reflect on the prospective unit plan to determine if the design is likely to achieve the desired learning goals. Other teachers may also be asked to review the plan and provide constructive feedback that will help improve the overall design.

NAK MENULIS KENA BANYAK MEMBACA?

DrNK_to be posted, [14.08.21 10:25]

NAK MENULIS KENA BANYAK MEMBACA? 

Apabila ditanya soalan sebegini, saya cuba mengimbas kembali kembara saya dalam penulisan.

Genre kita org sains biasanya akademik… saya pun byk kena tulis genre akademik sbb KPI artikel ilmiah.

Tapi saya perasan saya ada inclination towards genre info creative. Sy pnh tulis sajak dn terpilih utk majalah sekolah hahaaaa.. tapi sekali tu je lah. Masa tu x silap f3@f4. 

Saya inspired tulis sajak tu sbb saya ada terbaca sajak2 dlm newspaper yg ayah saya beli (wpun saya duk asrama tapi bl balik hujung minggu saya cilok paper2 lama, kdg2 masa kemas rumah wktu cuti saya guna paper tu utk lapik2 atau lap2, masa tu mata saya sempat la curi2 baca. 

Kdg2 baca paper yg lamaaa dr buat kerja cuci rumah 🙊heheehee). 

So ada la ruangan2 cerpen sajak situ. Nak kata minat sgt tu tak. 

Tp sy ingat saya admire mcmn penulisnya ‘personify’ objek2 menjadikan ia hidup dlm tulisan dn pmbacaan. 

Personifikasi tu trbayang dlm minda saya waktu tu. apa maksud dia ni, itu yg terfikir oleh saya, dn sy cuba bayangkan.  

Waktu tu, of course lah saya x tahu pun psl ‘personifikasi’, metafora, perlambangan dll. Itu yg saya kagum dn buat saya tenung bait2 ayat tu.

Jadi mungkin kerana saya mengkagumi sesuatu jadi kekaguman itu secara tanpa sedar membntuk satu latihan bawah sedar dlm diri saya. 

Ia menjadi program latihan minda bawah sedar yg saya tak sedar. Aihh berbelit tak? 

Impian tercipta bawah sedar 

Ya. saya menyimpan ‘impian bawah sedar’ saya dlm keadaan tanpa sedar. Begitulah kot.

Masa di uni, sy amik bidang sains. Bljr Kimia Fizik Bio. Kena tulis laporan amali setiapp minggu. Penulisan yg berstruktur. Tapi ada latihan pemikiran kritikal dan analitikal sewaktu menguji hipotesis.

Namun penulisan dlm format yg ditetapkan.

So x boleh ‘rewang2’ otak ni.

Straight je otak saya, agaknya cam zombie.

Tu yg kekadang sy rasa stereotype. Bila jd gitu, saya capai magic pen saya, saya doodle. 

Saya cuba lukis muka orang (yg akhirnya jadi macam… 🙈 shhhh 🤭🤫 sbb bukn pandai pun tp berangan je lebih). 

Macamana pulak sy boleh suka doodle muka orang? Ya, saya kena shift buat sesuatu yg larikan saya dr keadaan yang rutin. Saya 'PAUSE' (ni saya ada tlis dalm Aku bukan liabiliti, ABL, iklan sikit ya, hehe)

Ahh ya saya baru tringat peristiwa ni! 

Belajar dengan 'meniru'

(Saat Ni dlm mata saya ternampak2 suasana dlm kelas di sekolah rendah, wajah kawan saya tgh lukis sebelah saya smbil sy memandang lukisan dia.)

Kawan saya ni, dia pandai. Selalu dpt nombor 1 dlm kelas. Anak seorang Ustaz terkenal waktu tu (dah Arwah, bapanya, innalillah). Dia  duk semeja sebelah saya dlm kelas di sekolah rendah. Sekarang dia dah jadi Doktor di Utara Semenanjung.

Saya dapat kontek beliau kembali apabila secara tak sengaja, apabila ketahui anak kami sekolah di asrama yang sama dalam tingkatan yang sama di sebuah sekolah di asrama penuh di Utara, Alhamdulillah (namun bukan kebetulan, kerana tiada kebetulan dalam takdir ALLAH).

Nama anak saya yg bongsu saya mcm nama dia, tapi dia tak tau (suami sy suggest nama tu. mengikut suami saya, masa sy ngandungkan anak bongsu, saya sedang gigih uruskan 'konflik' dgn biasiswa saya. anak sya merupakan 'impian' atau 'cita-cita' saya, mengikut suami saya. jdidalam bahasa arab, itulah maksud nama anak sy. saya blm tulis lg cerita ni di mana2, insyaAllah buku kedua saya. NANTIKAAAAAN 😁). 

Kawan saya yang bijak ni, dia pandai lukis bibir dan gigi orang senyum. Saya kagum, lukisan dia cantik, nmpk real, putih berseri gigi, manis mulut tu…mcm ubat gigi Darlie… haaaa mcm tu lah.😬😬. jadi pada saya dia cerdik,bijak, sopan santun sangat lemah lembut (mmg sesuai anak ustaz) dan dia bijaaaaak..nombor satu setiap kali peperiksaan. masyaALLAH).

berbalik pada lukisan beliau...

Jd saya imitate cara lukis mulut gigi org mcm kawan saya tu.

Mata pula saya doodle juga, bila tgk kawan sekolah menengah saya lukis mata, sgt menawan, mcm mata kartun Jepun tu, bulat, mata hitam besauu berkilat… 

Bila buat PhD, di awalnya tulisan saya structured. Walhal saya buat bidang social science. Rupanya penulisan structured yg saya mahiri sejak di Uni tempatan masa first degree krn didoktrinkan dgn pemikiran objektivisme tu mendapat teguran SV saya. 

So saya kene ‘leteiaq manja’ oleh SV saya Prof Marilyn Osborn. Dia htr saya ke kelas bhs inggeris utk kuasai teknik menulis sains social...Ohhh, ada pesen lain ke menulis sosial sains???aduhhhhh. 

Alhamdulillah sekejap je saya blh ‘grad’ dr kelas tu… 2 bulan je kot, asal 6 bln. 

Stress saya sbb bila kena join kelas tu terhenti sekejap proses penulisan proposal sya. 

Walhal saya ligan nak balik cepat x nak lama2 di Bumi Ratu Inggeris (saya ada nukilkan peristiwa ni dlam AKu Bukan Liabiliti, ABL, iklan sikit lagi no:
http://www.nennybook.biz/N_ShowDetails.aspx?qBookID=EA2827).

(Sekarang ada offer, set kombo ada promosi, untung ni)

(mana nak dapat buku ni? klik: http://www.nennybook.biz/N_ShowDetails.aspx?qBookID=EA2827

buku2 lain pun bnayak di sini: nennybook.biz)

 

Bila saya tgh tulis tesis, sy submit draf chapter, sekali lg SV saya tegur (SV yg baru, Prof Susan Robertson,  krn yg asal pncen.

Jd saya pun alami SV yg bettukar2, mcm orang lain yg mengaji PhD juga, dugaan mcm2, suspen kan waktu tu.

Saya ingat Susan tegur: Eyja your writing is woobly. Where’s your voice?

Voice? Apa tu????

Adui. Pening saya. 

Latihan membina 'otot kritikal"

Maka bermulalah episod saya duk bertapa dlm library. Berbulan-bulan geng!

Bukan cr bahan tesis! Kali ni, saya sengkang mata, buka tesis demi tesis, helai demi helai,  setiap hari! 

Hanya utk apa? Hanya utk study lenggok2 irama penulisan sains sosial. 

Saya namakan ini episod membina otot kritikal dalam otak saya. Ya ia ibarat 'brain gym'; saya mengarahkan neuron2 dalam anatomi otak beriadah, berekreasi dan berlatih dengan ayat-ayat penulisan ilmiah yang kritikal, dan analitikal.

Saya cuba membina otot-oto kritikal dalam anatomi otak saya.

Saya mencari 'voice' dlm tesis2 mereka ni. Voice untuk menghidupkan voice dlm penulisan saya.

Dan saya memang kagum sangat dengan penulisn mat salleh ni. Bila depa argue sesuatu, siap dengan fakta dan hujah yg ampuh. 

Depa punya argumen memang konkrit, yg abstrak jadi realisitik, 

minda saya terjentik. 

Lalu waktu tu, hati saya berdetik, bisakah saya menulis begini cantik?

Hati saya terdetak, mampukah saya tulis sebegini mantap?

Setelah saya belajar berjam2 setiap hari dalam library, hari demi hari, dan beli bbp buka critical thinking karya... (tak ingat dah nnt saya cari dan share sini) saya  mula redraf semua chapters saya..ada 10 bab tesis sya. 

(OK saya dah jumpa, dalam amazon ada, RM92+, Stella Cottrell)

Saya menangis masa tulis tu. siksa nya. dah la saya bukan orang tesl, sya x pandai berbasi berbasa dlm basa inggeris. (Kisah seterusnya ada dalam ABL, x larat dah nak tulis sini. saya OK je, takut tuan/puan laaa bosan n penat baca tulisan sy ni 😉).

Menulis dari hati

jadi berbalik kepada pandangan dan soalan atas tu, kena baca banyak ke?

ya lah. pada saya kena banyak baca.

baca banyak dan banyak baca. sama ke tak sama?

banyak baca.

banyaaaak baca mungkin tak melekat apa2 kalau kita baca tanpa ketara sedar ttg tujuan membaca.

Baca banyak. Baca banyaaak pun tak akan hasilkan apa2 kalau kita baca tanpa matlamat.

jadi nak buat camne?

jadi nak baca kena set kan matlamat.

bayangkan apa akhirnya akan dapat.

bayangkan hasilnya nanti rupa hasil yang kita akan tatap.

pesan saya: jgn terlalu rigidkkan dng struktur tertentu. tulis tanpa henti saat idea menerjah.

pada waktu kemudian, baru sunting idea-idea tadi.

ini jg bergantung genre. 

nasihat saya: mulakan dengan genre kreatif iaitu bentuk bebas utk asah otak keluarkan kembali peristiwa harian spt kita tulis diari. anggap x de org nka baca (diari kan, ia peribadi, jadi kita x risau orang nak nilai) ini step pertama. kemudian baru sunting dgn letakkan sasaran pembaca. waktu ni idea dah ada dah.

Sbb, jika kita terlalu takut nak mula, apa dalam hati, tak keluar.

Keluarkan dulu dr hati, kenang peristiwa2 yng kita paling ingat, disakiti, digembirakan? sudah tentu ada, kan?

Perisitiwa2 begini kita mudah ingat dan senang tulis. Dulu2, saya suka tulis diari.

Ia satu terapi mida saya. Ada berlaku apa2 yang saya sedih, saya suka, saya akan tulis. Saya akan lega selepas tulis sorang2. saya tulis apa yang saya rasa dan perkara yang perlu sy buat utk penawar hati saya.

saya mula tulis diari sejak di uni. Dicadangkan oleh Guru Bahasa Inggeris saya. dia suruh saya sentiasa tulis jurnal/diari utk latih lahirkan perasaan saya. Masa sekolah rendah saya rasa tak pernah tulis diari kot, tak kenal diari lg masa tu.

jadi saya mula berjinak2 tulis diari utk tujuan yg lebih universal bukan utk improve BI saya shj. 

dan  kerana saya ada ramai adik beradik bilik tidor kami share jadi almari pun kami share. jadi diari sya tulis dalam jawi. 

bahasa inggeris yang dijawikan. hahaha. ni baru rahsia saya keluar. jadi x de sapa pun faham apa saya tulis. saya je faham. ada diari tu masih ada saya simpan hingga sekarang. 

kalau hilang pun, hilang dalam simpanan.

jadi berbalik semula kepada pokok pangkal perbincangan kita di sini. 

kena banyak membaca? Ya, 

membaca dengan penuh ketara sedar; nak cari pedoman, nak cari panduan.

dan kagumi dalam hati kekuasaan Allah akan ilmu2 yang tercatat oleh penulis, bukan penulisnya. Penulisnya adalah perantaraan sema-mata.

itulah hebatnya kekuasaaan Allah.

maka tak hairanlah, jk ada saintis, sarjana atau profesional bukan Muslim yang membaca Al-Quran dngn ketara sedar tujuan mereka, akhirnya akan dpt hidayah.

tak kira ketara sedar itu berunsur baik atau buruk pada asalnya, kerana ada je yg baca nak cari kepincangan al-Quran, namun dek kerna mukjizatnya Al-Quran itu, akhirnya akan terbuka kebenaran satu persatu, kerana alquran tak pernah bercanggah dgn kejadian alam, yang kini mampu diterangkan secara saintifik sedikit demi sedikit.

Dan sunnah nabi pun saintis telah berjaya selongkar kenapa nabi melakukannya, ada kaitan dgn kesihatan dan fitrah fisiologi dn biologi penciptaan manusia. 

maka pokok pangkal adalah mengakgumi Pencipta kita iaitu Pemilik Ilmu itu sendiri.

jadi sekali lagi, berbalik kpd persoalan tadi, nak menulis kena banyak membaca?

 Jawapan ya, asasnya membaca dan peneguhannya ialah ketara sedar yang akan tujuan kita membaca.

Nak mula di mana???

Start with the end in mind.

Now, what's your END?

(Nota: catatan perkongsian dalam telegram Flipped Classroom. Terima kasih Pn Syami KMPP kerana initiate penulisan ini.)

Digital Landscape: A Discourse in a New Millenium for Educationb

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A version of the recorded webinar is accessible here: 

https://www.youtube.com/watch?v=xVlzTcbt9gk&t=3699s

Organiser: IAB (U)

Guest speaker: Associate Professor Dr Norliza Kushairi, UUM

Date: 28th July 2021

Menang bukan segalanya...kegigihan itulah paling utama

SKETSA: BERKAT KEGIGIHAN DAN KERENDAHAN HATI SEORANG MUJAHID ILMU

"BEST PAPER PRESENTER" in Special Education International Conference 2019." (25-27 Sept 2019, SED, MoE)

"BEST PAPER PRESENTER" in Kolokium Penyelidikan Kajian Tindakan Pengurusan dan Kepimpinan Pendidikan Norma Baharu 2021 (21-22 April 2021, IAB)

Kisahnya...

Kertas (2019) ni asalnya ialah paper Master student yg saya 'supervise', Cikgu Bibi. Dia seorang guru, sangat kental, optimis dan mudah terima teguran. Dia tido bangun rumah saya buat tesis hingga siap. Ini cerita lama. 2017-2018.

Alkisah dalam kisah...

(2017): Dia mula berkampung tiap kali cuti dan hjg minggu di rumah saya semata2 nak belajar, menimba ilmu dan pengalaman serta menghabiskan tesis masters yang tertunggak beberapa tahun (beliau dpat HLP pada 2013).

FLASH BACK: Mastersnya 5 tahun, bermula 2013. Waktu tu, saya memberi ceramah dan bengkel utk penerima biasiswa KPM/HLP. Setelah itu kami tak bertemu lagi.

Rupanya lama dia mencari saya utk berguru. Tesisnya penuh liku.

(2017): Akhirnya, 2017 mempertemukan kami kembali dalam arena jihad ilmu. Sejak itulah dia 'berkampung' di rumah saya. Bermulalah episod bersengkang mata menyiapkan tesis beliau.

Senang berkongsi ilmu dgn orang sebegini. Tidak sombong dan merendah diri. Sentiasa menghormati saya sebagai guru. Malah sebenarnya kami seperti adik bradik. Masalah dia masalah saya juga.

(2018): Akhirnya, berkat kegigihan beliau, beliau konvo Ijazah Sarjana di UM pada 2018. Alhamdulillah.

Setelah selesai masters, kami berganding bahu utk jadikan bahan masters 3DLEXIC sbg inovasi.

(2018-2019): 3DLexic memasuki byk pertandingan inovasi peringkat kebangsaan dan antarabangsa. Alhamdulillah sentiasa dapat Gold.

Tapi Ckg Bibi x pernah berhenti. Ckg Bibi proaktif cari peluang perbaiki produknya. Dan saya cukup senang support dan bekerja dengan beliau. Kami mempunyai chemistry. Alhamdulillah.

(2019): Kami sepakat pula berganding menulis artikel hasil dari tesis Masters beliau (3DLexic). Kertas yang dibentangkan hasil drpd projek Masters beliau mendapat 'BEST PAPER PRESENTER' (gambar).

(2021): Sekali lagi kami berganding bahu untuk projek penyelidikan baharu: PENGURUSAN TEKNIK PENYOALAN GURU DALAM PROSES INSTRUKSIONAL PEMULIHAN KHAS BERINTEGRASIKAN VAKT

Dan sekali lagi dinobatkan sebagai Kertas Pembentangan

Terbaik

.

Menang bukanlah segalanya....kegigihan itulah yang paling utama...'No Pain No Gain'.

Saya pula: Bermula dari seorang penceramah kursus, sahabat, kakak, pendorong, kepada beliau, kini...tugas saya semakin berat dan mencabar untuk beliau. Kerana...

Cikgu Bibi menunggu tarikh utk mendaftar di UUM sebagai pelajar PhD. Saya pula insyaAllah diberi amanah untuk menyelia beliau.

+8

66Phyllis Gunney, Faii Ruzz and 64 others

48 Comments

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   terus mendoakannya. 

Saya nukilkan kish ini supaya saya tidak lupa insan-insan yang mencorakkan kehidupan saya.

Saya harap kisah ini inspirasi buat anak2 pelajar semua.

Cikgu Bibi 'resembles' myself and those out there in our old days.

Her character is among those characters I picturesque in my masterpiece, "AKU BUKAN LIABILITI"

Semoga semua kita berjaya tunaikan amanah sebagai profesional pembangun ummah!

#akubukanliabiliti #ABL_MujahidIlmu #mujahidilmu

#phd #phdjourney #phdstudent #phdlife #mujahidilmu

#PhD #education #motivation #motivationalquotes #pusatpengajianpendidikan

#profesional #profesionalpembangunummah #pembangunummah

#scholarlyteacher #PAK21 #education #flipped #flippedclassroom

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