Peranan Mentor dalam Program Bina Insan Guru

Abstract

ABSTRAK

Menghasilkan guru yang mempunyai sahsiah yang unggul adalah merupakan hasrat yang terus dipertahankan dalam kurikulum pendidikan guru Malaysia. Kajian ini meneroka peranan yang harus dimainkan oleh mentor pelajar dalam program Bina Insan Guru yang dilaksanakan di Institut Pendidikan Guru di seluruh Malaysia berdasarkan pengalaman pemegangtaruhnya. Kajian kualitatif dijalankan ke atas 13 orang responden yang merupakan pemegangtaruh program ini yang terdiri daripada pembuat dasar, jurulatih, fasilitator, mentor, komandan kem, penyelaras, ketua jabatan, dan juga bekas pelajar program. Analisis juga dijalankan ke atas dokumen-dokumen berkaitan dengan program ini seperti modul-modul pelaksanaan, proforma, dan panduan pentaksiran program. Terdapat lima peranan utama mentor muncul sebagai tema penting hasil kajian ini iaitu menjadi fasilitator program, melaksanakan pentaksiran pelajar, memberi maklum balas dan bimbingan, membina hubungan, dan membimbing pelajar melaksanakan refleksi. Peranan paling penting ialah membimbing pelajar melaksanakan refleksi kerana jika pelajar tidak membuat refleksi, kesedaran tidak akan timbul dan natijahnya matlamat program tidak tercapai.

Kata kunci: pendidikan guru, pembinaan sahsiah, mentor, refleksi, bina insan guru

ABSTRACT

In order to produce teachers who have superior character is an aspiration that continues to be maintained in the curriculum of Malaysia teacher education. This research explored the roles to be played by the students’ mentor in Teacher Character Development Program at all Institutes of Teacher Education throughout Malaysia based on the experiences of its stakeholders. Qualitative studies conducted over 13 respondents which are the stakeholders of the program comprise of a policy-makers, trainers, facilitator, mentor, commander of the camp, coordinator, head of department, and former program participants. The analysis was also performed on documents relating to this program such as the implementation modules, proforma, and guideline of the program assessment. There are five main mentor rolesemerged as an important themes as the results of this study which are the facilitator of the program, carry out student assessment, giving feedback and guidance, build up relationships, and guiding the students carry out the reflection. The most important role is to guide learners to carry out reflection because if the student does not make the reflection, there will be no awareness and consequently the objective of the program will not be achieved.

Keywords: teacher education, character development, mentor, reflection, human teacher development