1. Compare and contrast the Malaysian Teacher Education Philosophy with Teacher Education Philosophy from the Singapore (East).
ENTER
TEACHING PROFESSION

2. TOPIC TO BE COVERED INTRODUCTION MALAYSIA TEACHER EDUCATION PHILOSOPHY
SINGAPORE TEACHING EDUCATION PHILOSOPHY
THE SIMILARITIES
THE DIFFERENCES
CONCLUSION
REFERENCES
Main Page

3. INTRODUCTION What is Teacher Education Philosophy? - In Malaysia
- In Singapore

4. MALAYSIA TEACHER EDUCATION PHILOSOPHY (MTEP)
To produce a noble teacher, whose view is scientific and progressive, ready to uphold the nation aspiration and respect the culture, guarantee individual growth and preserved one society who is united, democratic, progressive and discipline.

5. The characteristic of the MTEP
To produce noble teacher
Scientific and Progressive
Uphold the nation aspiration
Respect the culture
To assure individual growth
To unite society
Democratic, Progressive and Disciplined

6. SINGAPORE TEACHING EDUCATION PHILOSOPHY
Singapore teacher Education Philosophy(STEP) by National Institute of Education, Singapore(NIE)
‘Attributes of a 21st Century Teaching Professional: A Compass for 21st Century Teacher Education’

7. The characteristics of the STEP
It is pivoted on three pronged set of values(V) with skills(S) and knowledge(K) {V³SK}
The V³SK framework guide the design, delivery and enhancement of NIE’s programmes and courses and aims to develop teachers who requisite values, Skills and Knowledge necessary to function in the 21st Century classroom.

8. V1- Learner-Centred Values V2 – Teacher Identity
V3 – Service to the Professional and Community
SKILLS
KNOWLEDGE

9. V1 – Learner-Centred Values
Empathy
Belief that all children can learn
Commitment to nurturing the potential in each child
Valuing of diversity
V2 – Teacher Identity
Aims for high standards
Enquiring nature
Quest for learning
Strive to improve
Passion
Adaptive and resilient
Ethical
Professionalism

10. V3 – Service to the Professional and Community
Collaborative learning and practice
Building apprenticeship and mentorship
Social responsibility and engagement
Stewardship
SKILLS
Reflective skills & thinking dispositions
Pedagogical skills
People management skills
Self management skills
Administrative & management skills
Communication skills
Facilitative skills
Technological skills
Innovation and entrepreneurship skills
Social and emotional intelligence

11. Knowledge
Self
Pupil
Community
Subject content
Pedagogy
Educational foundation and policies
Curriculum
Multicultural literacy
Global awareness
Environment awareness

12. Similarities To produce noble teacher To uphold national aspiration
Multicultural literacy
To produce a disciplined teacher
To create unity
To produce a progressive teacher

13. Contrast
Malaysia
Singapore
Based on ‘Conceptual Model of Teacher Education Philosophy (1982)’
MTEP legislated based on 19 personal , professional and social qualities.
Emphasizing 3 main component ; Professional, academic and self and social development
Based on V3SK
Include global environment awareness
Involve specific skills

14. Conclusions
Teacher Education Philosophy is now used as a major marketing strategy by teachers and has become an essential component of a teacher’s resume. This has evolved to become part of the teacher’s personal profile, which outlines all of his essential skill sets and unique qualities and highlights his specialties.
The program aim to provide a holistic educational experience for the teacher so that they can develop into the 21st Century teaching professional ready to bring about enhanced learning outcomes for students in the 21st century classroom.

15. Dr. Jainabee – Teacher Education Philosophy
References
Book
Profession Perguruan by Norzaini Azman and Mohammed Sani Ibrahim
Websites
%2 ( Perutusan Hari Guru 2010 – Ketua Pengarah Malaysia )
ezinearticles.com/?Teacher-Education-Philosophies&id=227410
Lecture Note
Dr. Jainabee – Teacher Education Philosophy