PISMP PJ 1 SEM 3 ( 2009)
NAME : AHMAD DAUDIN BIN ISMAIL
I.C NO : 871027-11-5267
SUBJECT : ENGLISH FOR UNDERGRADUATES ( ELE 3101 )
LECTURER : PUAN NORIZAH
TASK 1 6-8
TASK 2 9-10
TASK 3 11
I CONFESS THAT THIS ASSIGNMENT IS MY OWN WORK WITH HELP FROM MY LECTURER, DISCUSSING AND SHARING IDEAS WITH MY FRIENDS.
NAME : AHMAD DAUDIN BIN ISMAIL
I/C NO. : 871027-11-5267
SIGNATURE : ………………………………
ASSALAMUALAIKUM…FIRSTLY, THANKS TO GOD FOR GIVING ME OPPORTUNITY AND CHANCE TO FINISH THIS ASSIGNMENT ON TIME . ALSO NOT FORGETED , THANKS TO MY KINDLY LECTURER , PUAN NORIZAH FOR ALWAYS GIVE ME GUIDE AND SUPPORT.
OTHER THAN THAT , I WILL LIKE TO THANKS TO ALL MY FRIENDS FOR HELPING ME TO FINISH THIS ASSIGNMENT . WE A LSO DISCUSS AND SHARING OPINION ABOUT THIS ASSIGNMENT TO GET THE BEST RESULT.
SUMMARY AND REFLECTIVE WRITING
The Objectives of the coursework are :
1. To identify the main ideas and supporting details of the article.
2. To be able to summarize and paraphrase the text using own words.
3. To give personal responses towards the article by giving opinions and comments in the form of reflective writing.
TASK 1 : Read the given article
TASK 2 : Summarize and paraphrase the article ( 500 – 600 words )
TASK 3 : Write a reflective writing on the article given ( 100 – 200 words )
No. Main idea Supporting idea
1. A model of teacher knowledge initiated by Shulman which distinguished several types of knowledge required for teaching: along with general knowledge of pedagogy, curriculum and learner it highlighted SMK and PCK.
In this study, student-teachers’ SMK and PCK were explored with a variety of instrument and at interviews.
2. One of the most substantial studies of identity and self conducted with primary teacher which drew upon symbolic interactionism and self- psychology.
These suggest mixed picture of their impact upon experiences teachers: for some changes disrupted their established practices and associated identities, but others had more pragmatic response.
3. Themes are needed which are perhaps so well established as to be at risk of being taken for granted before turning to examine how far these perspectives on identity and knowledge can help in understanding the narrative practice of teacher in this study.
The influence of prior experience on how new teacher see themselves and on theier practice is well documented in studies of student-teacher development and in teacher biographies.
4. Student-teachers may priorities the former, but the challenge is to integrate those with other knowledge and skills in practice thereby building a repertoire that is more than the sum of the parts.
There is an inevitable-tension in becoming a teacher of primary science between acquiring topic- specific ideas for teaching and learning general principles about the pedagogy of a subject which can apply to many topics.
5. General pedagogic knowledge was central to both teachers’ performances and perhaps to the ways in which the multiple knowledge resources were held.
The most significant contribution over the years was made by growth of general teaching knowledge and skills.
6. The temporal dimension is fundamental to on going identity work as we engage with practice.
In social contexts the temporality of identity is more complex than a linear notion of time, and identities are defined with respect to the interaction of multiple trajectories.
7. The close connection between identity and practice is articulated and pointed to how reality is produced as a lives experience of participation in specific communities.
Newcomers may learn and form identities as they become included in a community of practice.
8. Teachers may present different accounts at different times in reflecting upon student development.
Hindsight may smooth out the account or highlight particular influences.
9. Emphasis on observation of teachers and on first hand experience as sources for learning to teach infect them are often cited by beginning teachers.
Even though student-teacher has great hopes for experiences and sees it almost as a cure for ignorance, it comes in various forms.
10. The need to assess knowledge for teaching science in multiple ways.
Specific teaching strategies for particular topics supported by appropriate subject knowledge can be provided through many media and practiced in controlled setting, and field experiences can be arranged to observe science teaching and to practice it with increasing responsibility.
This article is a longitudinal study conducted by Robin G. Smith and Finlayson. They conducted for four beginning teachers during three years pre-service programme and one year after they had been qualified teacher in primary school. The study examined teachers’ knowledge, practice and identities developed and focused upon the knowledge that these new teachers developed and used for teaching science. This study also provided a focus fir analysis of how the building of specific knowledge interacted with other ingredients in their development as they were constructing their identities and becoming teacher. The data was collected with questionnaire and interviews.
The first sample, Belt was shown growth at her assessment of SMK ( Subject Matter Knowledge ) and PCK ( Pedagogy Content Knowledge )during pre-service programme, but she didn’t see it as strength in her teaching. However, the second sample, Tess showed consistent growth in her subject knowledge and developing identity. The third sample, Ann had shown limit growth in knowledge for teaching science cause by a lack of identification as a teacher. Richard, the forth sample, had shown significant for his identity and teaching persona in which his subject knowledge and pedagogy complemented one another.
The present study emphasized that subject knowledge is salient in their teaching identity, and it stable those identities until the end of the first year teaching. Second, present study was evidence teachers’ development may present different accounts at different times. Hindsight may smooth out the account or highlight particular influences. As in many studies the early experiences of teaching, especially having responsibilities for one’s own class, were cited as major sources of learning how to be a teacher. It also cited by beginning teachers about observation of teachers and on first hand experience as source for learning to teach is unsurprising.
The limitation of present study is finding may be variously interpreted, some primary student-teachers whom been interviewed could not recall links with previous learning about science teaching on their programme.
The author indicated some implications and strategies for beginning teachers. First, assess knowledge for teaching science in multiple ways. Feedback is needed to support the integration knowledge. Second, specific teaching strategies for some particular topic can supported by appropriate subject knowledge, which can be provided through media and practiced in controlling settings. Third, filed experiences can be arranged to observe science teaching and to practised it with increasing responsibility. There should be more critical examination of how particular experiences will foster learning for new contexts. However, the connections between specific teaching instances and general principles should be made explicit.
Conclusion, the centrality of general pedagogic knowledge and skills for primary teachers should be acknowledged. Identity work can be supported through reflective log and diaries, reading accounts from the growing body of life history studies in teaching, and through career planning which takes individuals beyond the identification of job opportunities. This study also suggested that a focus on identity word should be seen as connected to knowledge growth, not as an alternative. Unfortunately, the emphasis on specified knowledge and curriculum requirements has often displaced rather than complemented such a focus. To achieve such shifts it will be necessary to demonstrate how the benefits of such a focus can go beyond improved self-understanding to affect practice and relationships in schools, and potentially to improve the retention of new teachers.
( 544 words )
After complete the task that given to us, I found that as future primary teacher, using several type of knowledge to teach students will get the various types of outcomes. Get the slight of attentive from the teacher-students today, we will notice educators will remain in using both general knowledge and pedagogic content knowledge to pass on the experience of studying to students.
As defined in the passage, an account of how knowledge is developed and used in practice by beginning teachers need also to examine that as part of their professional identities. Method using by them will improvise every time they used not only for understanding the knowledge in content but also identify the professionalism in education.
Furthermore, it is important for teachers to complete connection between identity and practice. In addition, the experienced teachers would able to present different accounts at different times whereas hindsight may smooth out the account or highlight particular influences but for beginning teachers, this emphasis on observation of teachers and on first hand experience as sources for learning to teach.
Lastly in my opinion, it is indeed inextricably link between the access of knowledge, centrality of general pedagogic knowledge and identity work. Both should be work in parallel. So, identity work should be seen as connected to knowledge growth, not as an alternative.