Novice teachers play a key role as a transmitter of information and skills to the students. They must master the latest skills and knowledge to carry out their duties. Novice teachers should improve their professionalism. Professionalism of a teacher is an improved process of experience and expertise in the teaching profession itself to increase the success and excellence in education. This process also depends on new teachers to use the existing value, knowledge and skills during teaching and learning process, and their efforts to empower themselves to achieve professionalism level that is comparable to other professions. Novice teachers with professionalism is able to produce quality teachers that form the basis excellence towards students, schools and the education system in Malaysia. Therefore, this paper is based on 20 studies that examined the level of readiness of novice teacher professionalism.
Ara, N. (2013). Teachers Training and Technology Enhanced Learning of 21St Century Students. Review of Higher Education & Self-Learning, 6(18), 132–140.
Awaya, A., McEwan, H., Heyler, D., Linsky, S., Lum, D., & Wakukawa, P. (2003). Mentoring as a journey. Teaching and Teacher Education. http://doi.org/10.1016/S0742-051X(02)00093-8
Barrett, J., Jones, G., Mooney, E., Thornton, C., Cady, J., Guinee, P., & Olson, J. (2002). Working with Novice Teachers?: Challenges for Professional Development. Mathematics Teacher Education and Development, 4(January), 15–27.
Bradbury, L. U. (2010). Educative mentoring: Promoting reform-based science teaching through mentoring relationships. Science Education, 94(6), 1049–1071. http://doi.org/10.1002/sce.20393
Boyt, T., Lusch, R. F. ve Naylor, G. (2001). The role of professionalism in determining job satisfaction in professional services: a study of marketing researchers, Journal of Service Research, 3(4), 321-330.
Chubbuck, S. M. (2002). Playing it safe as a novice teacher: implications for programs for new teachers. Educational Administration Abstracts, 37(3), 279–412. http://doi.org/10.1177/0022487101052005003
Curry, J. R., Webb, A. W., & Latham, S. J. (2016). A Content Analysis of Images of Novice Teacher Induction?: First-Semester Themes, 6(1), 43–65. http://doi.org/10.5590/JERAP.2016.06.1.04
Compton, C. M. (2010). What Teachers Want: Educators at All Career Stages Express the Desire to Connect with and Learn from One Another. Journal of Staff Development.
Crook, D. (2008). Some Historical Perspectives on Professionalism. In: B. Cunningham, ed. Exploring Professionalism: 10-27. London: Institute of Education.
Darling-Hammond, L., & Sykes, G. (2003). Wanted: A national teacher supply policy for education: The right way to meet the “highly qualified teacher” challenge. Education Policy Analysis Archives, 11, 1–55.
David, C. @ L., & Ambotang, A. S. (2014). Profesionalisme Guru Novis dalam Pengurusan Pengetahuan, Kesediaan Mengajar dan Kemahiran Berfikir Aras Tinggi (KBAT) Terhadap Pelaksanaan Pengajaran di Sekolah. Seminar Kebangsaan Integriti Keluarga 2014, 1–15.
Diaz, R. V. (2015). Teaching Performance of Novice Teachers?: Teaching Performance, 2(3), 115–120.
Evans, L. (2007). Professionalism, professionality and development. British Journal of Educational Studies, 56, (1), 20-38.
Evetts, J. (2006). Introduction: Trust and professionalism: Challenges and occupational changes. Current Sociology 54, 4: 515-531.
Evetts, J. (2009). The Management of Professionalism: a contemporary paradox. In: S. Gewirtz, P. Manony, I. Hextall, and A. Cribb, ed. Changing Teacher Professionalism. International trends, challenges and the way forward: 19-30. Oxon: Routledge
Esah Sulaiman (2003) Amalan Profesionalisme Perguruan. Skudai, Johor Darul Ta’zim:Penerbit Universiti Teknologi Malaysia.
Fantilli, R. D., & McDougall, D. E. (2009). A Study of Novice Teachers: Challenges and Supports in the First Years Ontario Institute for Studies in Education, University of Toronto. A Study of Novice Teachers: Challenges and Supports in the First Years, 25(6), 814–825.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055. http://doi.org/10.1111/0161-4681.00141
Feiman-Nemser, S. (2001). Helping Novices Learn to Teach: Lessons from an Exemplary Support Teacher. Journal of Teacher Education, 52(1), 17–30. http://doi.org/10.1177/0022487101052001003
Friedman, I. A. (2004). Organizational expectations of the novice teacher. Social Psychology of Education, 7(4), 435–461. http://doi.org/10.1007/s11218-004-3639-1
Gavish, B., & Friedman, I. A. (2010). Novice teachers’ experience of teaching: A dynamic aspect of burnout. Social Psychology of Education, 13(2), 141–167. http://doi.org/10.1007/s11218-009-9108-0
Ghazali, N. H. C. M., & Zakaria, E. H. (2010). Perkembangan Profesional Ke Arah Pembangunan Modal Insan Guru. In Seminar Antara Bangsa Islam KUIS (p. 15).
Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2004). Why public schools lose teachers. Journal of Human Resources, 39(2), 326–354. http://doi.org/10.1017/CBO9781107415324.004
Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21(8), 967–983. http://doi.org/10.1016/j.tate.2005.06.007
Hargreaves, A., & Goodson, I. (1996). Teachers’ professional lives: Aspirations and actualities. In I. F. Goodson & A. Hargreaves (Eds.), Teachers’ professional lives (pp. 1-27). London, England: Falmer Press
Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: History and Practice, 6 (2): 151-182
Helsby, G. (1995) Teachers’ construction of professionalism in England in the 1990s, Journal of Education for Teaching, 21(3), 317-332
Hennissen, P., Crasborn, F., Brouwer, N., Korthagen, F., & Bergen, T. (2010). Uncovering contents of mentor teachers’ interactive cognitions during mentoring dialogues. Teaching and Teacher Education, 26(2), 207–214. http://doi.org/10.1016/j.tate.2009.02.022
Hoyle, E. (2001). Teaching: prestige, status and esteem. Educational Management Administration and Leadership, 29 (2) 139-159.
Hunter, L. W., & Thatcher, S. M. B. (2007). Feeling the heat: Effects of stress, commitment, and job experience on job performance. Academy of Management Journal, 50(4), 953–968. http://doi.org/10.2307/20159899
Ingersoll, R. M. (2001). Teacher Turnover and Teacher Shortages: An Organizational Analysis. American Educational Research Journal, 38(3), 499–534. http://doi.org/10.3102/00028312038003499
Johari, K., Ismail, Z., Osman, S., & Othman, A. T. (2009). Pengaruh Jenis Latihan Guru dan Pengalaman Mengajar Terhadap Efikasi Guru Sekolah Menengah. Jurnal Pendidikan Malaysia, 34(2), 3–14.
Jones, M. (2009). Supporting the supporters of novice teachers: An analysis of mentors’ needs from twelve European countries presented from an English perspective. Research in Comparative and International Education, 4(1), 4–21. http://doi.org/10.2304/rcie.2009.4.1.4
Kajs, L. T. (2002). Framework for Designing a Mentoring Program for Novice Teachers. Mentoring & Tutoring: Partnership in Learning, 10(1), 57–69. http://doi.org/10.1080/13611260220133153
Kaneson, A. I., Haron, N., & Ghani, A. (2013). Amalan Pembangunan Profesionalisme Dalam Kalangan Guru-Guru Novis. Journal of Chemical Information and Modeling, 53, 1689–1699. http://doi.org/10.1017/CBO9781107415324.004
Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders (3rd ed.). Awakening the Sleeping Giant: Helping Teachers Develop as Leaders (3rd Ed.).
Keng, C. S., Hoong, D. C., & Aun, T. K. (1994). Professional characteristics and teacher professionalism of secondary school teachers. Singapore Journal of Education, 14(1), 55–66. http://doi.org/10.1080/02188799408547725
Khalid Johari. (2009). Pola E fi kasi Guru-Guru Novis Sekolah Menengah. Mjli, 6, 141–151.
Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education. http://doi.org/10.1016/j.tate.2003.10.002
Koster, B. (2002). Lerarenopleiders onder de Loep. De ontwikkeling van een beroepsprofiel voor lerarenopleiders en het effect van het kennisnemen daarvan op hun zelfdiagnose. Utrecht: Universiteit Utrecht
Laporan Pelan Pembangunan Malaysia 2013-2015 (2016), Kementerian Pendidikan Malaysia.
Li, R. (2016). Mentoring as a Supportive Way for Novice Teachers in Foreign Language Teacher Development: A Case Study in an Ethnic College in China. Journal of Language Teaching & Research, 7(2), 318–327. http://doi.org/http://dx.doi.org/10.17507/jltr.0702.10
Lynn, S. K. (2009). The Winding Path: Understanding the Career Cycle of Teachers. The Clearing House, 75(4), 179–182. http://doi.org/10.1080/00098650209604926
Melnick, S. a, & Meister, D. G. (2008). A Comparison of Beginning and Experienced Teachers’ Concerns. Educational Research Quarterly, 31(3), 40–56. http://doi.org/10.1017/CBO9781107415324.004
Mohd Salleh Lebar. (2000). Pentadbiran Pendidikan Dan Pendidikan Di Malaysia. Petaling Jaya, Selangor: Addison Wesley Longman Malaysia.
Mooney Simmie, G., & Moles, J. (2011). Critical Thinking, Caring and Professional Agency: An Emerging Framework for Productive Mentoring. Mentoring & Tutoring: Partnership in Learning, 19(4), 465–482. http://doi.org/10.1080/13611267.2011.622081
Montemayor, M., Silvey, B. A., Adams, A. L., & Witt, K. L. (2016). Effects of Internal and External Focus of Attention during Novices Instructional Preparation on Subsequent Rehearsal Behaviors. Journal of Research in Music Education, 63(4), 455–468. http://doi.org/10.1177/0022429415612201
Ngang, T. K., & Chan, T. C. (2015). The Importance of Ethics, Moral and Professional Skills of Novice Teachers. Procedia - Social and Behavioral Sciences, 205(May), 8–12. http://doi.org/10.1016/j.sbspro.2015.09.004
Niemi, H. (2015). Teacher Professional Development in Finland: Towards a More Holistic Approach. Psychology, Society & Education, 7(3), 279–294.
Nieto, S. (2000). Placing Equity Front and Center: Some Thoughts on Transforming Teacher Education for a New Century. Journal of Teacher Education, 51(3), 180–187. http://doi.org/10.1177/0022487100051003004
Orland, L. (2001). Reading a mentoring situation: One aspect of learning to mentor. Teaching and Teacher Education, 17(1), 75–88. http://doi.org/10.1016/S0742-051X(00)00039-1
Onafowora, L. L. (2004). Teacher efficacy issues in the practice of novice teachers. Educational Research Quarterly, 28, 34–44.
Osmond-Johnson, P. (2015). Supporting democratic discourses of teacher professionalism: the case of the Alberta Teachers’ Association. Canadian Journal of Educational Administration and Policy, (171), 1–27.
Pogodzinski, B. (2015). Administrative context and novice teacher-mentor interactions. Journal of Educational Administration, 53(1), 40–65. http://doi.org/10.1108/JEA-06-2013-0073
Philipp, A., & Kunter, M. (2013). How do teachers spend their time? A study on teachers’ strategies of selection, optimisation, and compensation over their career cycle. Teaching and Teacher Education, 35, 1–12. http://doi.org/10.1016/j.tate.2013.04.014
Putnam, R. T., & Borko, H. (2000). What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? Educational Researcher, 29(1), 4–15. http://doi.org/10.3102/0013189X029001004
Raju Pamu, M. (2010). Early career teachers’ quit intentions: implications for teacher education. International Journal of Educational Management, 24(6), 478–491. http://doi.org/10.1108/09513541011067665
Reilly, E., Dhingra, K., & Boduszek, D. (2014). Teachers’ self-efficacy beliefs, self-esteem , and job stress as determinants of job satisfaction. International Journal of Education and Management, 28(4), 365–378. http://doi.org/10.1108/IJEM-04-2013-0053
Sachs, J. (2015). Teacher professionalism: why are we still talking about it? Teachers and Teaching, 0602(March), 1–13. http://doi.org/10.1080/13540602.2015.1082732
Savickas, M. L., Nota, L., Rossier, J., Dauwalder, J. P., Duarte, M. E., Guichard, J., … van Vianen, A. E. M. (2009). Life designing: A paradigm for career construction in the 21st century. Journal of Vocational Behavior, 75(3), 239–250. http://doi.org/10.1016/j.jvb.2009.04.004
Seng, T. W. (2005). Penyelidikan Tindakan: Perkembangan Profesionalisme Ke Arah Pengamalan Reflektif Dan Penambahbaikan Sekolah. Prosiding Seminar Penyelidikan Tindakan Tahun 2005, 1–8. Retrieved from http://www.ipbl.edu.my/inter/penyelidikan/seminarpapers/SemAR2005/1 toh.pdf
Senom, F., Razak Zakaria, A., & Sharatol Ahmad Shah, S. (2013). Novice Teachers’ Challenges and Survival: Where do Malaysian ESL Teachers Stand? American Journal of Educational Research, 1(4), 119–125. http://doi.org/10.12691/education-1-4-2
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14. http://doi.org/10.3102/0013189X015002004
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059–1069. http://doi.org/10.1016/j.tate.2009.11.001
Sockett, H. T. (1996) Teachers for the 21st century: redefining professionalism, NASSP Bulletin, May, 1996, 22-29.
Spear-Swerling, L., & Brucker, P. O. (2004). Preparing novice teachers to develop basic reading and spelling skills in children. Annals of Dyslexia, 54(2), 332–64. http://doi.org/10.1007/s11881-004-0016-x
Steven Z. Athanases, B. A. (2003). Focusing New Teachers on Individual and Low Performing Students: The Centrality of Formative Assessment in the Mentor’s Repertoire of Practice, 105(8), 1486–1520.
Tanang, H., & Abu, B. (2014). Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia. Journal of Curriculum and Teaching, 3(2), 25–42. http://doi.org/10.5430/jct.v3n2p25
Tichenor, M. S., & Tichenor, J. M. (2005). Understanding Teachers’ Perspectives on Professionalism. The Professional Educator, XXVII(1), 89–95. http://doi.org/10.1002/mus.23403
Tickle, B. R., Chang, M., & Kim, S. (2011). Administrative support and its mediating effect on US public school teachers. Teaching and Teacher Education, 27(2), 342–349. http://doi.org/10.1016/j.tate.2010.09.002
Troman, G. (1996). The Rise of the New Professionals? The restructuring of primary teachers’ work and professionalism. British Journal of Sociology of Education, 17(4), 473–487. http://doi.org/10.1080/0142569960170404
Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944–956. http://doi.org/10.1016/j.tate.2006.05.003
Westerman, D. a. (1991). Expert and novice teacher decision making. Journal of Teacher Education, 42(4), 292–305. http://doi.org/10.1177/002248719104200407
Wolff, C. E., Jarodzka, H., van den Bogert, N., & Boshuizen, H. P. A. (2016). Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes. Instructional Science, 44(3), 243–265. http://doi.org/10.1007/s11251-016-9367-z
Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. a. (2015). Keeping an eye on learning: Differences between expert and novice teachers’ representations of classroom management events. Journal of Teacher Education, 66(1), 68–85. http://doi.org/10.1177/0022487114549810
Wong, S. (2016). Development of teacher beliefs through online instruction?: A one-year study of middle school science and mathematics teachers’ beliefs about teaching and learning. Journal of Education in Science, Environment and Health, 2(1), 21–32.
Woods, A. M., & Weasmer, J. (2009). Maintaining Job Satisfaction: Engaging Professionals as Active Participants. The Clearing House, 77(4), 118–121. http://doi.org/10.1080/00098650409601242
Young, J., Bullough, R., Draper, R. J., Smith, L., & Erickson, L. (2005). Novice teacher growth and personal models of mentoring: choosing compassion over inquiry. Mentoring & Tutoring: Partnership in Learning, 13(2), 169–188. http://doi.org/10.1080/13611260500105477
Ariff, N., Mansor, M., & Yusof, H. (2016). Availability of Novice Teacher Professionalism: A Content Analysis. International Journal of Academic Research in Business and Social Sciences, 6(12), 330-348.
Copyright: © 2016 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
