Keynote 1

Prof Dr Hue Ming Tak (Univ of Education, Hong Kong)

I-Well resources room
1. Resources room
2. Play & counselling Room
3. Equipment
Professional development
4. School based
5. Collaborative learning
6. Special education needs (SEN) problem in HK.
Best approach to the studs, classroom & school
7. Sharing session between teacher specialised in SEN with mainstream
teacher.
8. Changing teachers, school and practitioners
9. Changing students & promoting their integration into mainstream setting
10.SEN studs have talents and potentials
Type of SEN
1.
2.
3.
4.
5.
6.
7.
8.

SpLD
ID
ASD
ADHD
PD
VI
HI
SLI

Inclusive culture
1.
2.
3.
4.

A school community accepting, collaborating and stimulating PdP

Inclusive values
Every studs are counted and valued
Togetherness

Inclusive Policies
1.
2.
3.
4.
5.
6.

A school for all

Studs diverse learning needs
Practices
effective learning
Encourage n motivates
Teaching support

Training program
BAT (the basic, advance and or thematic courses)
Challenges
1. On-going training
2. Maximizing the effect of practicum and attachment
3. Hard to arrange real-life classroom n school

4.
5.
6.
7.
8.

Design of the practicum and attachment activities

Deep analysis understands the strength of the school
Learn and grow from doing
School attachment 1 supervisor to 5-8 teacher in group
Thematic course 1 s/v to 4-5 studs (remedial class using cartoon
character, progress assessment form, parents reflection, etc). reflection
and development of evidence-based practice

4 stages of professional development

Exploration installation implementation - reflection
Change
1.
2.
3.
4.
5.
6.

Change believe
Change attitude
Change understand
From policy to practice
From mainstream to inclusive practice
Reflect and re-learn

Teacher professional development

1.
2.
3.
4.

Doing not only see and sitting

Skills
Collaboration - work with team. More on doing things
Integrated approach of support involve in the dialog between parents
and professional come with intervention plan

Keynote 2
Emeritus Professor Dato Dr. Aminah Ayob (depity VC)
Preparing teachers for STEM education: the PERMATA Experience
1.
2.
3.
4.
5.
6.

STEM education sc, tech, engineering and math

Integration of these subject
New trans-disciplinary
STEM in ece must start in early yrs.
Refer Plan Pembangunan Pendidikan 2013 2025 (chapter 4, pg 6)
Project-based inquiry learning (PIL) research on what are the effect STEM
through PIL?
7. Framework (from farahdilla)
8. Methodology (integrating PERMATA and STEM pedagogy)
9. Phase PIL inquiry-explore-design n intervention (new ideas/build/create)
reflection
10.Example of STEM module
11.Training of teachers for teaching STEM in PERMATA program (in-service
training: 3 days workshop)
12.Step to handle STEM Project
13.KPAKK should present more in conference
14.How to integrated STEM in school instead of PERMATA only? How to
prepare teachers for STEM education? Intensive training, continuous

professional development, support and advisory system, STEM learning

group (example from lesson study in JAPAN), provide recourses

Keynote 3
Dr James Campbell (Deakin University Australia)
Institutionalizing
university

ADAD/Paideia

as

basis

for

teaching

and

the

1. Adab = right manner, respectful, obligation, proper behaviour, coherence

and relate continuity to human beings in their interaction with others
2. Teaching becomes a critical site and issue in the discussion of adab in
institutions
3. Relate with culture and nature
4. Behaviour manner = way of speaking etc.
5. Mimesis = the quality and nature of our institutional life can be in principle
either to help us to positively educate, support, reinforce, fill out and
develop us in positive relation or our institutional lives can increasingly act
to distance us from this.
6. What we identify with, behaviour and norms and how our empathetic
relations are develop links to our mimetic capacities
7. Discipline of spirit (Imam Al-Ghazali)
8. Teaching as practice in ADAB. Manifests quite clearly as a critical way to
understand teaching as a social and moral practice.
9. Cosmopolitanism = provides a potential stabilizing mechanism which can
help to overcome and address the pathologies of anomic hyper
individualism and exclusionary group orientation
10.Learn from Islamic civilization

Keynote 4
Dr Noriati A. Rashid (Deputy Reactor, IPGM)
Empowering
and
sustaining
teacher
professional practices: The IPG Experience

quality

through

teacher

1. An overview of IPGM
a. Quality education must start with quality teacher
b. Specializing in primary school education
c. Teacher from indigenous (orang asli)
2. Professional practice in IPG
a. Teacher education curriculum framework (refer slide)
i. Outcome based, spiral and development (student-centred
approach, coherent, practical & contextual, holistic)
b. Emphasis on hands-on activity
c. Bina Insan Guru (BIG) trademark to develop students based on
project, outdoor activity.
d. 4 pillars in education learning to know, learning to be

e. Parthenon-EYs finding: strength on IPGs curriculum (refer slide) =

character development, research, awareness, general pedagogy,
content
f. Professional practice (amalan professional) = school based
experience (pengalaman berasaskan sekolah- teacher and teacher
to be understand the role of teacher, doc research, reflection,
expose to real situation, responsibility, taught classroom
management), planning of teaching and learning (facilitate teachers
in T&L, micro and macro learning session), practicum (12 credits =
in sem 5 for 12 weeks (6 credits) 12 week in sem 7 (6 credits),
practice knowledge and skill), internship (4 weeks in semester 8 (2
credits) focus to carry out task given by school, design, plan and
implement activity, develop self-confidence and leadership such as
reading corner or other projects). Help to boost teacher.
g. Mentoring = based on teacher competency (slide farahdilla).
h. Online practicum management system as for continuous support to
students teacher

Keynote 5
Prof. Dr. Mohd Sahandri Gani b Hamzah (UPSI)
Constructive guidance: training teachers supervision
1.
2.
3.
4.

Philosophy
Policy
Objective
Variation

Component human being

1. Student teacher
2. Guidance teacher
3. Supervisor
Academic + (university) + non-academic = talent development
Theory stimulation micro teaching -->transform to teacher
What is Micro teaching?
Stimulate to be active explore or environment screening (how to tackle school
environment) -induction set how to question our students /Assessment (PBS)
subject corner (English corner, math corner etc. never been touch/use)
conclusion
Retooling professional lecturers
1. Content knowledge + technology + pedagogy = deliver by 1 lecturers only
(integrate into 1 areas). Everybody belief and measure the value.
2. A better understanding of the actual teaching practice
3. Invite professional supervisor = do lecturer expert or not to observe?
4. No compromise on quality issue

School orientation program (SOP)

1. 2nd and 3rd sem SOP 1 = 1 week
2. Sem 4 SOP 2 = 8 week -> reflection (1 paper) -> sem 5 SOP 2 = 8week
Complete 1 cycle of observation
Pre-conference (engagement, conclusion, intended outcome)
Conference (ethics studs, instrument orientation, judgement and scoring not
only to be favourite lecturer)
Post conference (feedback, reflection, reporting)
Authentic training teacher (refer slide)
1.
2.
3.
4.

Self-confidence = belief and value, socialization, opportunity

Curriculum = subject panel
Co-academic = debate, impromptu, trial, public speaking
Co-curriculum = society, sports, coaching

Teaching practice (classroom) refer slide

Preparation and planning (content, strategy, assessment
Development
Student teacher self-concept
Issue = Supervisor role? Is that any instrument?
Student teacher framework (refer slide)
A= academic
P = personality
E = explore
C = collaborate
Moving up without moving out