Primary

School
Teacher
Md. Ramsyamjani
Fatin Nabilah
Nurul Hidayah
 Roles of Primary School
Teacher

1. Knowledge and 6. Change agent

skill practitioners 7. Taking over
2. Guidance teacher parents’ role
3. Reflective 8. Shaping
practitioner behaviour
4. Researcher 9. Managing learning
5. Social agent
 1. Knowledge and Skill
Practitioners

 Teachers have a responsibility to

always seek knowledge and practice
to meet the educational needs of young
people and the future of the country.
 Knowledge and skill practitioners
mean love, master, always looking and
improving knowledge, apply knowledge
in various aspects of life.
 Educators minded teachers consider
teaching is a trust given to him to give
back and to share their knowledge without
expecting any reward and recognition for
the advancement of the nation.
 Teachers need to become lifelong
learners as knowledge is constantly
evolving and changing.
 Teachers need to be concerned about
the development of knowledge and
current skills so as to provide a
meaningful learning experience of
students and using that knowledge to
fight for truth and justice and provide
quality and meaningful contribution to
the students, community and country .
 Teachers should foster a culture of self-
love for knowledge in students while they
are in school so that knowledge can be
developed and utilized in all aspects of their
life.
 Practice loving knowledge can enhance the
dignity and decorum and students as well
as provide guidance to the right path.
How to acquire knowledge?

 Teachers need to adopt the attitude to 'learn to

teach', constantly improve the mastery of
knowledge and education content knowledge
through:
 reading
 discussion with colleagues
 attend in-service courses
 conduct research
 demonstrate openness to knowledge acquisition
opportunities.
Skills to Convey Knowledge
Control

1. Teachers are practitioners of pedagogical

content knowledge
 able to synthesize and integrate the three
pillars of knowledge:
 the knowledge of content
 general pedagogical knowledge (teaching
strategies)
 know how to connect the educational context
and the different contexts in an integrated
manner
2. Organizes lecture or lesson by
integrating learning skills and thinking
skills in content to produce students
capable of higher order thinking and
conducive to learning styles and cognitive
styles.
 Teacher must have skills such as emotional intelligence
competencies, communication skills, skills in using
technology in teaching and skills to motivate students.
How to Own the Skills?

 reading
 sharing information with colleagues
 practice reflection
 attending courses
 practice of action research.
 2. Guidance Teacher

 The teacher's role includes not only T &

L activities based on the curriculum and
syllabus alone but covers a person's
entire moral development of pupils.
 Students who are not equipped with the
skills to manage emotions and
resolve personal problems may
affect the learning performance.
 Hence, teacher must serve as guidance
teacher/consultant, working with schools
and parents to guide students toward
quality and healthy life.
 Teachers’ role as guidance teacher;
providing advice, guidance,
instruction and assistance to
students who need it.
[Shertzer and Stone (1981) defines mentoring as
a service to guide individuals who need to reach
an understanding, knowledge and skills.]
 The coaching process can occur in groups
or individually.
 Can be carried out formally in the
classroom, in the school hall or in a place of
recreation through special courses organized
for the purpose.
 Opportunity to provide guidance may occur
during informal interactions with students.
Teachers serve as guidance
teacher to:

 Cultivate the interest and motivation

of the academic subjects in order to
improve their academic achievement.
 Guide students to identify strengths
and weaknesses, interests and inclinations
against fields of endeavor, according to
their interests and talents and abilities so
that their potential can be developed.
 Instill passion and healthy attitudes
toward school and relate it with their
daily practices .
 Identify and assist students who are
experiencing problems of education /
socio / health in making personal
adjustments from the social, emotional,
mental and physical aspects.
 Teacher as Mentor

 Teacher may serve as a 'mentor' in which the

role is a combination of training, support,
guidance and constructive feedback.
 Mentors will try to build individual
strengths to maximize and pupils who are
under their care in a classroom situation.
 Mentoring process is implemented based on
the love relationship between a mentor
and mentee.
3. Reflective Practitioner

 The studies related to teacher education

agree, the practice of reflection is
effective in helping teachers structure
their thinking toward mastery of
pedagogical content knowledge and
general pedagogical.
 Reflection allows practitioners to evaluate,
understand and learn from the
experience.
 Almost every teacher has to reflect on
'something' that is associated with
teaching activities.
 'Something' is probably the absence of
specific students in the classroom,
student achievement on tests given by
teachers or suitability of the content of
subjects with interest the pupils.
 Reflective teachers should always question
the practice itself and not just act on the
habits or follow instructions alone.
 Reflective teachers will plan and act with full
awareness based on the theory and principles
of T & L.
 This practice can be expanded by asking
yourself questions that relate to things
done before, during and after with the
purpose of improving teaching skills in the
teaching profession.
 Benefits of Reflection

 Able to identify the strengths and

weaknesses within himself to
achieve better performance.
 Become a more confident teacher.
 Teaching is more effective according
to the principles and models of
teaching and diversity techniques.
 Actions and decisions based on knowledge
and pedagogical knowledge effectively.
 Reflective thinking can be documented in
writing is an important reference not
only for teachers, but also as a
contribution to new ideas to be
referred to by his colleagues and teachers
at other schools.