Peer mentoring method in teaching vocational skills
Article Sidebar
-
Peer mentoring, vocational education, special education students
Abstract
Abstrak
Kaedah Bimbingan Rakan Sebaya (BRS) merupakan satu kaedah penguasaan kemahiran vokasional dalam mewujudkan suasana pembelajaran kolaboratif. Tujuan kajian ini ialah menambah baik amalan guru Pendidikan Khas Kemahiran Vokasional (Dandanan Rambut) dalam meningkatkan penguasaan murid dalam topik manipulasi kulit kepala. Sewaktu PKP, PdP vokasional tidak dapat dilaksanakan secara bersemuka dan penguasaan murid-murid dalam topik ini semakin merosot. Inisiatif kaedah BRS telah dijalankan sebagai intervensi yang menggabungjalinkan penggunaan teknologi. Implikasi penting kajian ini adalah kepada pengamal dalam merancang, melaksanakan dan menilai strategi PdP harian yang menekankan aspek pembelajaran berasaskan kemahiran.
Full text article
References
Alegre, F., Moliner, L., Maroto, A., & Lorenzo-Valentin, G. (2020). Academic achievement and peer tutoring in mathematics: A comparison between primary and secondary education. Sage Open, 10(2), 1-9. https://doi.org/10.1177/2158244020929295
Boon, Z. S. L. (2021). Coaching: an approach for leadership development in the Singapore education system. International Journal of Mentoring and Coaching in Education, 11(1), 89-103. https://doi.org/10.1108/IJMCE-09-2021-0089
Ching, D. L. Y., & Zainudin, Z. (2023). The integration of M-Learning in a communication skills course for Peer Mentoring Group (PRS): Pengintegrasian M-Pembelajaran dalam kursus kemahiran komunikasi kepada Pembimbing Rakan Sebaya (PRS). Malaysian Journal of Action Research, 1(1), 105–121. https://doi.org/10.61388/mjar.v1i1.9
Guccione, K., & Hutchinson, S. (2021). Enhancing Practice through Peer Conversations. In Guccione, K., & Hutchinson, S. (Ed), Coaching and Mentoring for Academic Development. Emerald Publishing Limited, 233-241. http://doi.org/10.1108/978-1-78973-907-720211031
Gok, T. (2015). An investigation of students’ performance after peer instruction with stepwise problem-solving strategies. International Journal of Science and Mathematics Education, 13(3), 561-582. http://dx.doi.org/10.1007/s10763-014-9546-9
Hagen, M. S., Bialek, T. K., & Peterson, S. L. (2017). The nature of peer coaching: definitions, goals, processes and outcomes. European Journal of Training and Development, 41(6) 540-558. https://doi.org/10.1108/EJTD-04-2017-0031
Kadir, A. K., Karuppannan, G., Rahman, M. A., & Kumarasamy, M. M. (2021). The effects of coaching and mentoring on metacognition knowledge among Malay language teachers in Sabah, Malaysia. American International Journal of Education and Linguistics Research, 4(1), 18-30. https://doi:10.46545/Aijelr.V4i1.284
Kementerian Pendidikan Malaysia. (2019). Kit PLC Professional Learning Community. Putrajaya.
Pearce, E., de la Fuente, Y., Hartweg, B., &Weinburgh, M. (2019). Peer‐coaching as a component of a professional development model for biology teachers. School Science and Mathematics, 119(3), 117-126.
https://doi.org/10.1111/ssm.12326
Sider, S. (2019). Peer coaching in a school in Cairo, Egypt: Implementation, barriers, and pathways to effective adoption. International Journal of Mentoring and Coaching in Education, 8(1), 37-51. https://doi.org/10.1108/IJMCE-04-2018-0016
Vikaraman, S. S., Mansor, A. N., & Hamzah, M. I. M. (2017). Mentoring and coaching practices for beginner teachers—A need for mentor coaching skills training and principal’s support. Creative Education, 8(1), 156-169. https://doi.org/10.4236/ce.2017.81013
Whipp, P. R., & Pengelley, R. (2017). Confidence building through peer observation of teaching and peer coaching in university departments: A good investment for some and not others. International Journal of Mentoring and Coaching in Education, 6(2), 99-115. https://doi.org/10.1108/IJMCE-07-2016-0059
