Blended Coaching and Coaching Curve Approaches in Enhancing Teaching Competency: A Case Study

Balang, Noel Jimbai Anak; Mahamod, Zamri; Buang, Nor Aishah

doi:10.4236/ce.2019.1012198

Cited by 1 publication

(3 citation statements)

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“…Teachers are therefore encouraged to accept the views and opinions of teaching professionals. The willingness to teach is a key element in ensuring synergies between SISC+ and teachers, according to Balang, N, Mahamod, and Buang (2019). This is consistent with Allen, Pianta, Gregory, Mikami & Lun (2011) who states that their willingness to accept several aspects of guidance particularly in recent pedagogy, such as using technology in their lessons, is the basis for a success in teacher coaching.…”

Section: Discussionsupporting

confidence: 57%

“…SISC+ is not a simple job as it requires a long and clear way to shift teacher's attitudes and perceptions. The SISC+ programme therefore needs to continue improving teaching quality in classrooms (Desimone, 2016;Williams, 2017;Balang, Mahamod & Buang, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…According to the 2013-2025 Malaysian Education Blueprint (MEB), the SISC+ programme includes both concepts, coaching and mentoring; and is defined as a catalyst for improving TnL by developing teachers' knowledge and skills, understanding and implementing the latest educational reforms, curriculum, pedagogy and evaluation. SISC+ is required to perform both roles as teacher instructional coach(Knight, 2017;Ali, Wahi, & Yamat, 2018;Balang, Mahamod, & Buang, 2019; Rozita, Brahim, & Sabil, 2016).…”

mentioning

confidence: 99%

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School Improvement Specialist Coaches Plus (SISC+) as a Catalyst for Enhancing Teachers Pedagogy Aspect in Malaysia

Balang¹,

Mahamod²,

Buang³

2020

JSS

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The School Improvement Specialist Coaches Plus (SISC+) programmed in Malaysia has been in operation since 2012 and is a part of the professional education team in all districts in Malaysia that helps teachers through their coaches. According to the District Transformation Programmed 3.0 (DTP 3.0), the role of SISC+ is underpinned by knowledge and skills in curriculum, pedagogy and assessment aspects. The aim of this study was therefore to identify the level of competence of SISC+ in the field of pedagogy. This study employed a descriptive design. The data has been collected via a series of questionnaires distributed nationally to 118 ICs and analyzed with version 23 of SPSS. The study used descriptive statistics with frequency, mean score, standard deviation and percentage. The results have demonstrated that Pedagogical Knowledge SISC+ competency has a mean score of 4.63, sd = 0.469, at a high level. The results of this study show that SISC+ is competent and knowledgeable on the pedagogical aspects of the subject. The results of this study give insight on the capabilities of SISC+ in teaching coaches in schools and in the practice of teaching and teaching of quality (T&L). Furthermore, teachers interacted and defined the challenges in the school and social environment. It is therefore recognized that the programmed SISC+ needs to be properly understood and recognized by schools and educational institutions in order to achieve its objective of supporting teachers. Physical spaces and collaboration possibilities can improve the achievements of the coaches. The originality and value of the research is the first such research in Malaysia to explore the skills and experiences of coaches who are actively involved in the teacher instructional coaching programmed. The authority must therefore provide support and cooperation so as to ensure that SISC+ remains capable of providing teachers with good quality coaching.

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Section: Discussionsupporting

confidence: 57%

Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

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