Pengalaman Pengajaran Guru Novis Pendidikan Islam: Implikasi terhadap Reka Bentuk Kurikulum Latihan Pendidikan Guru (Islamic Education Novice Teachers’ Teaching Experiences: Implications towards Teacher Training Curriculum Design)

Abstract

Program latihan pendidikan guru di institusi pengajian tinggi menyediakan asas yang baik untuk menyediakan guru pelatih untuk kompeten dalam bidang pendidikan. Walau bagaimanapun, kajian literatur mendedahkan bahawa sesetengah guru-guru novis bergelut untuk memainkan peranan dan tanggungjawab mereka dengan berkesan sebagai pendidik baru, kerana mereka menghadapi masalah dan cabaran dalam menterjemahkan pengetahuan berasaskan teori pedagogi mereka ke dalam amalan pengajaran sebenar. Selain itu, menjadi graduan baharu dan pendidik baharu, mereka diharapkan dilengkapi dengan kemahiran pembelajaran dan pemudahcaraan (PdPc) abad ke-21. Oleh itu, kajian ini memberi tumpuan kepada pengalaman pengajaran guru novis Pendidikan Islam, seperti kompetensi pedagogi, tahap profesionalisme dan bimbingan daripada rakan sekerja. Sepuluh guru novis Pendidikan Islam dari empat negeri di Malaysia dipilih dengan menggunakan pensampelan bertujuan. Sebagai sumber pengumpulan data, temu bual individu separa berstruktur menggunakan reka bentuk kualitatif telah digunakan. Hasil kajian ini telah mendapati bahawa guru novis Pendidikan Islam mempunyai isu dan cabaran dalam tempoh 5 tahun awal perkhidmatan, iaitu tekanan akibat berjauhan daripada keluarga, pengurusan tingkah laku pelajar dan tekanan bebanan kerja. Kajian ini memberi implikasi bahawa latihan pendidikan guru Pendidikan Islam perlu menambahbaik reka bentuk kurikulum bagi menghasilkan guru yang memiliki kefahaman dan kemahiran kontemporari.

Kata Kunci: Guru novis pendidikan Islam; reka bentuk kurikulum; latihan pendidikan guru

Teacher training programmes in higher institutions provide a good foundation to prepare student-teacher to be competent in teaching and learning field. However, literature revealed that some of the novice teachers struggled to play their roles and responsibilities effectively as a new educator, as they encountered problems and challenges in translating their pedagogical theory-based knowledge into real teaching practice. Moreover, being fresh graduates and new educators; they are expected to be well equipped with advanced 21st century’s teaching and learning skills. Therefore, this study focuses on Islamic Education novice teachers’ experiences, such as their pedagogical competencies, teachers’ professionalism and mentorship. Ten Islamic Education novice teachers from four different states in Malaysia were selected by using purposive sampling. As a source of evidence, qualitative semi-structured individual interviews were employed. The results indicated on issues and challenges arose during Islamic Education novice teachers’ early years of teaching, such as distress in working far away from families, student behavior management and work stress.The implication of this study is the Islamic Education teacher training programmes need to improve the curriculum design that can produce a teacher with understanding and contemporary skills.

Keywords: Islamic education novice teachers; curriculum design; teacher training