Abstract
Surat Siaran Kementerian Pendidikan Malaysia Bilangan 21 Tahun 2012 Bertarikh 21 Jun 2012 mentakrifkan Program Pembangunan Guru Baharu (PPGB) ialah salah satu daripada program yang menyokong pembangunan profesionalisme berterusan guru baharu iaitu guru yang pertama kali memasuki perkhidmatan pendidikan dan ditempatkan di sekolah. PPGB dilaksanakan berasaskan sekolah (work-based programme) melalui bimbingan berstruktur yang meliputi tiga fasa utama iaitu fasa orientasi, fasa permentoran dan fasa pembangunan profesionalisme. Kajian ini menggunakan reka bentuk kajian kualitatif deskriptif untuk mengkaji Fasa Permentoran dalam PPGB yang dilaksanakan oleh Kementerian Pendidikan Malaysia. Tujuan kajian ini adalah untuk menerangkan konsep, sejarah, kepentingan, dan cabaran dalam fasa permentoran sebagai satu pendekatan berasaskan sekolah (work-based programme) yang membantu guru baharu menyesuaikan diri dengan persekitaran pendidikan serta membangunkan kompetensi profesionalisme mereka secara berterusan. Perbincangan memfokuskan kupasan terhadap Fasa Permentoran iaitu melihat aspek konsep, sejarah kepentingan dan cabaran fasa ini yang mana ianya selaras dengan tujuan PPGB ke arah membantu guru baharu mengadaptasi persekitaran, komuniti dan budaya sekolah bagi membolehkan mereka berperanan dalam situasi sebenar, memperkembangkan potensi mereka, membangun kompetensi profesionalisme secara berterusan melalui peningkatan pengetahuan, pemantapan kemahiran dan pengamalan nilai profesional yang lebih kukuh bagi memenuhi keperluan pendidikan abad ke 21. Diharapkan perbincangan terhadap aspek ini dapat membantu pihak berkepentingan khususnya guru baharu bagi mendapatkan input sebenar setrerusnya mengamalkan budaya kerja cemerlang ke arah merealisasikan matlamat melahirkan anak didik cemerlang selaras Falsafah Pendidikan Negara.
(Malaysian Ministry of Education Circular Letter Number 21 of 2012, dated June 21, 2012, defines the New Teacher Development Program (PPGB) as one of the programs supporting the continuous professional development of new teachers, which refers to teachers who are entering the education service for the first time and are placed in schools. PPGB is implemented based on the school (work-based programme) through structured guidance that includes three main phases: the orientation phase, the mentoring phase, and the professional development phase. This study uses a descriptive qualitative research design to examine the mentoring phase in the PPGB implemented by the Ministry of Education Malaysia. The purpose of this study is to explain the concepts, history, importance, and challenges of the mentoring phase as a school-based program that helps new teachers adapt to the educational environment and continuously develop their professional competencies. The discussion focused on examining the mentoring phase, looking at the concepts, history, importance, and challenges of this phase, which aligns with the PPGB's goal of helping new teachers adapt to the school environment, community, and culture, enabling them to function in real-world situations, develop their potential, and continuously build professional competence through increased knowledge, strengthened skills, and the stronger practice of professional values to meet the needs of 21st-century education. It is hoped that discussions on this aspect can help stakeholders, especially new teachers, to gain real input and subsequently practise an excellent work culture toward realising the goal of producing outstanding students, in line with the National Education Philosophy.)