Quelice Ling Diu PISMP JAN TESL 3 2012 EDU 3083 1.0 Introduction In this challenging 21 st Century where the world is racing to achieve the most perfect educational system. Educational system keeps experiencing changes and reforms from time to time. This has affected the teacher profession where they are expected to reach the professional standards. Nowadays, teachers around the world have been pressure with higher expectations and greater pressure to perform effectively in classroom. Hence, teachers need to develop their skills and knowledge in this new millennium as an educator. In addition, it will be ongoing process learning for teachers to be able to develop their profession. According to Day (1999), the nature of teaching demands that teachers engage in continuing career-long professional development, but particular needs and the ways in which they may be met will vary according to circumstance, personal and professional histories and current dispositions. Teachers as lifelong learners learn either in personal and professional lives. As a lifelong learner, teacher’s development needed to reach the professional standard. This is to ensure that the goals in the educational system can be achieved. Therefore, as mentioned as Trotter (1986) in Noriati A. Rashid, Boon Pong Ying & Wong Kiet Wah (2010), there are five stages of development for a person to be an expert in his field of work. Five stages of development are: i. The novice level ii. The advanced novice level iii. The efficient level iv. The skilled level
Quelice Ling DiuPISMP JAN TESL 3 2012EDU 30831.0 IntroductionIn
this challenging 21st Centu! "hee the "#l$ is acing t# achie%e the
st 'e(ecte$ucati#nal s!ste&) E$ucati#nal s!ste& *ee's
e+'eiencing changes an$ e(#&s (#& ti&et#ti&e)
Thishasa((ecte$theteache
'#(essi#n"heethe!aee+'ecte$t#eachthe'#(essi#nal stan$a$s) N#"a$a!s,
teachesa#un$the"#l$ha%e-een'essue"ithhighe e+'ectati#ns an$ geate
'essue t# 'e(#&e((ecti%el! in class##&) .ence,teaches nee$
t# $e%el#' thei s*ills an$ *n#"le$ge in this ne" &illenniu&
as an e$ucat#) In a$$iti#n, it "ill -e #ng#ing '#cess leaning (#
teaches t# -e a-le t# $e%el#' thei'#(essi#n)AccordingtoDay(1999),
thenatureof teachingdemandsthat teachersengage in continuing
career-long professional development, ut particular needs andthe
!ays in !hich they may e met !ill vary according to circumstance,
personal andprofessional histories and current dispositions.
Teaches as li(el#ng leanes lean eithein 'es#nal an$ '#(essi#nal
li%es) As a li(el#ng leane, teache/s $e%el#'&ent nee$e$ t# each
the '#(essi#nal stan$a$)This is t# ensue that the g#als in the
e$ucati#nal s!ste& can -e achie%e$)"herefore, asmentioned as
"rotter (19#$) in %oriati A. &ashid, 'oon (ong )ing * +ong ,iet
+ah(-010), there are five stages of development for a person to e
an e.pert in his field of!or/. 0i%e stages #( $e%el#'&ent ae1i)
The n#%ice le%elii) The a$%ance$ n#%ice le%eliii) The e((icient
le%eli%) The s*ille$ le%el%) The e+'et le%el2! using T#tte/s Stages
#( De%el#'&ent, it can -e a''lie$ int# teaching '#(essi#n in#$e
t# $e%el#' as an e$ucat#) As cited as 'erliner (199-) in 0i )uen
0ing (-001), thestage modelof development suggests that the
stagesof competence of teacher oreffectiveteachingrangefromnovice,
througheginner, competent, proficient toe.pert level. Quelice Ling
DiuPISMP JAN TESL 3 2012EDU 3083-.0 "rotter2s (19#$) 3ive 4tages of
Development2.1 The Novice LevelThe (ist stage t# &aste the
'#(essi#n as a teache is -ec#&ing a n#%ice teache)According to
"rotter (19#$), at this point the individual5s tas/ is to learn to
recogni6especific o7ective facts along !ith fundamental concepts
and specific rules of action(8uitt, -009). 2ase$ #n this
state&ent, n#%ice teaches ae int#$uce$ t# the -asic i$ea #("hat
it &eans t# -e '#(essi#nal e$ucat#s, lean the s'eci(ic (acts
#-3ecti%el! an$
&astethe-asicc#nce'tsan$'inci'les)Accordingto'erliner(19##),
theehaviourofthenovices is rational, relatively infle.ile and tends
to conform to !hatever rules andprocedures they !ere told to
follo!.: This e+'lains n#%ices ae 3ust $#ing "hat the! aet# $# "ith
less e+'#siti#n a-#ut thei '#(essi#n)According to %oriati A.
&ashid * et al.(-010),
thisstageegins!henyouareregisteredasastudent teacher
education(teacher education students) in teaching degree program;
for e.ample, Institut(endidi/an
