Learner-Centered methodology • EFA • Gender Education • Inclusive Education • ASEAN Community in 2015 • English as a globalized language • World Class University • University without walls • Knowledge-based society • Borderless Teacher Education • The Best and the Brightest • Nano Technology……………………….
….) French Education (French educational system) Western Education (American educational system) Socialist Education (State and Religion) Democratic Education (State + Religion) • Second Parent • Blue Print/Printing House • Person of the Party • Soul Engineer
What is taught, how it is taught and when it is taught depends on Ts themselves • Students are taught by several people (Formal, Informal and Non-formal) • Teachers are monitored and supervised • Teachers are usually not well-paid
Practical professionalism • Extended professionalism • Complex professionalism All depends on the social, cultural and political environment of the society
education) • Thailand (Temple education) • Malaysia (Islamic education) • Singapore (Western Education) • Korea (Confucius education) • Japan (Confucius education) • China (Confucius education) • Iran (Islamic education) • USA (Western education) Q: What do you think ‘Kouam Ru Ku Kunnatham’?
In Laos, besides….Maths and Nat Sci • The number of teachers retiring has grown in recent years • A large number of new teachers are needed due to EFA • Large number of qualified teachers in Africa are victims of AIDS • In Thailand, low achievement of Math and Natural sciences among M.Pay
USA, teaching as a profession is problematic. -Children have many teachers -Teacher’s decision making is controlled -Teachers often teach curriculum that they do not choose or that was developed by individuals who are not teachers -Teachers are often relatively low paid
1957, American teachers have been accused of failing to adequately prepared students in the areas of Math and science. • American teachers stated concepts to students 78% of the time, while Japanese teachers developed concepts with students 83% of the time.
Sports, Science and Technology has recently initiated reforms to encourage Japanese students to ‘think, judge, and act independently’. • Japan seeks to continue to construct its Japaneseness, ‘ a modern-yet not Western-culture’, while simultaneously integrating what have often been considered Western values namely, individualism and democracy.
great deal of importance on education, and children grow up with the message that education is valuable. • The high social value attached to education has been a prominent historical feature of Japanese society.
in the 19th century, Japanese teachers ‘have been viewed as agents of character development and nation- building. • The high status of Japanese teachers is not dependent on their having received an advanced degree but their salaries are based on professional longevity, and their salaries increase in relation to that of other public workers.
low prestige in a land that claimed consensus among Japanese educators universal education. • There is the Japanese public opinion that teaching is a combination of science and artistry. Professional development in Japan reinforces this notion.
has argued that a professional is ‘ one who learns from teaching rather than one who has finished learning how to teach(p.170). • It is also considered that teachers who possess more knowledge of the process of teaching and learning as opposed to more subject expertise are more effective in the classroom.
what they HEAR 30% of what they SEE 50% of what they SEE and HEAR 70% of what they Talk over with others 80% of what they USE and DO in real life 95% of what they ……….someone else (William Glasser, 1988)
public servants who are accountable to school officials, parents, and the public at large. Thus, in many situations, teachers can be told what to do by parents and other citizens, principals, superintendents and school board members, even when these directives go against the teachers’ professional judgments.
Japan was considered a sacred profession, as teachers were commissioned to serve the Emperor. • Now, although Japanese teachers spend more hours at school, they do not teach all day, as do American teachers. • The researchers found that only 60% of Japanese teachers’ time is devoted to classroom teaching; the rest is spent to extracurricular duties and school activities.
context emerges from teachers’ interaction with students rather than teachers demanding respect from their students. • Novice teachers in the USA are often warned to not be friends with their students. The Concept: ‘ Invisible Pedagogy’
days of summer vacation, 14 days of winter vacation, and another 14 days of spring vacation, their teachers of ten work during these periods. • Since teaching is considered a full- time occupation, teachers’ salaries reflect 12 months of work, and teachers are forbidden to do any other paid work, even on their own time.
school, the witnesses report it to the school as opposed to the family. • In case of stealing, teachers, principals, and parents must all apologize in person to the store owners.
that all Japanese students are provided opportunities to assume authority in the classroom. • Particular features of Japanese schools support the development of NINGEN and peer relationships. Although classes average about 30 students each, the HAN (a group of 4 children) creates a family- like unit in which students participate together in activities throughout the school day.
feature of Japanese elementary instruction. Okano and Tsuchiya (1999), citing the work of Sato (1998), stated that more than 60% of Japanese classroom teachers direct their instruction to their less academically able students. • American teachers direct theirs to those that are considered above average.
from the TIMSS have revealed that the Japanese curriculum is more focused and in-depth compared with the breath of topics that US students are exposed to during a given school year. • The Concept: BREATH and DEPTH
depth rather than breadth, Japanese educators teach fewer topics and devote more time to a selected number of them when compared with curricular in other nations. • This became a philosophy of LESS is MORE.
rewards, punishments, or threats. • There is a common teachers’ room for regular collegial contact with a professional code of conduct. • Isolation seemed to characterize teaching for a host of American teachers. Slang : Pigeon Hole
South Korea have been looking to find ways to pursue creative innovation in addition to academic rigor. • Infant mortality, malnutrition, child abuse, family stability, parental drug abuse, poverty-Japanese children are extraordinarily fortunate (almost 100% of class attendance for children 6-15 years of age).
walk • Sage on the stage • One-Man-Show teaching style • Spoon-fed / Bucket filling • Parrot learning • Teach as Taught • No Smile until Christmas • Shoes of one- size-to-fit-all-feet • More is more Why? Because it limits INNOVATION and CREATIVITY
Education: Exploring Issues in International Context. Pearson: Merrill Prentice Hall. • Mok, S. S. (2005). Education Studies for KPLI: Teacher Professionalism. Multimedia-ES Resources Sdn. Bhd. • UNESCO PRINCIPAL REGIONAL OFFICE FOR ASIA AND THE PACIFIC, BANGKOK, 1998. LEARNING TO LIVE TOGETHER IN PEACE AND HARMONY. UNESCO APNIEVE.
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