Research On Teacher Peer Assistance Based On Teacher Professional Development

In Malaysia,the independent Chinese secondary schools categorized as private educational institutions.New teacher who enrolled to Chinese independent secondary schools need to be always in self-learning while they are working.The main reasons is teacher training program is not provided pre-service teacher training institutions in independent Chinese secondary schools.When students are required to keep learning to become a lifelong independent learners and develop comprehensively and individually,as teachers,they should keep in learning to improve their professionalism too.In the management system of teacher’ on-campus training in independent Chinese secondary schools in Malaysia,the joint lesson preparation and mentor-mentee programme activities are still the main axis.This is to assist new teachers and current teachers to better cooperate mode and to raise up their teaching ability and knowledge.Hence,the purpose of this study was to explore the current situation of teacher peer assistance L Independent Chinese Secondary School to discover the problems,and to draw up relevant suggestions and countermeasures as a reference for future activities of teacher peer assistance.The research object of this study was the teachers of L Independent Chineses Secomdary School in Kuala Lumpur and the direction of the questionnaire survey was drawn up through literature review.The questionnaire survey was divided into five parts,which are basic information,investigations on teachers’ professional development,teacher peer assistance,joint lesson preparation activities and the implementation of the mentor-menteen programme.Furthmore,this study was further discussing the question of questionnaire by means of interviewing.This study found that teachers at L Independent Chinese Secondary School in Kuala Lumpur were in good perception for the teacher professional development and teacher peer support.Through the joint lesson preparation and mentor-mentee programme activities in the teacher-peer assistance,it shown that the joint preparation was improving subject’s knowledge and the lesson observation was enchancing teaching’s ability.The conclusion of this research was the teacher-peer assistance based on teacher professional development at L Independent Chinese Secondary School in Kuala Lumpur was identified.Undoubtedly,teachers able to gain their knowledga and improve their skills through the joint lesson preparation and mentoring activities.However,it was undeniable that there is existing issue on insufficient communication and time in the mutual assistance of teachers and peers.This study introduced optimization suggestions for teacher-peer assistance to promote teachers’ professional development after analyzing from the issue from two perspective,which were school system guarantees and teachers’ coping strategies.The guarantee of the school system is to raise up the institutionalization of the implementation of teacher peer assistance,to create a culture of mutual assistance and cooperation between teachers and peers,and to establish a commendation system for mutual assistance between teachers and peers.Meantime,the teachers’ coping strategies are the personal reflection record mode,the implementation of peer mutual assistance mode and the initiation of action education mode.