TEACHER

APPRENTICESHIP
PROGRAM
GUIDEBOOK

CENTRE FOR TEACHING PRACTICE AND INDUSTRIAL TRAINING | PuLaMI

UNIVERSITI PENDIDIKAN SULTAN IDRIS | UPSI
2 TEACHER APPRENTICESHIP PROGRAM
 TABLE OF CONTENT

CONTENT PAGE NUMBER

INTRODUCTION 4

VISION, MISSION, AND MOTTO 5

1.0 CONCEPT 6

2.0 OBJECTIVE OF TEACHER APPRENTICE PROGRAMME 6

3.0 IMPLEMENTATION OF TEACHER APPRENTICESHIP PROGRAMME 6

3.1 DURATION 6
3.2 IMPLEMENTATION PROCEDURE 7

4.0 TEACHER APPRENTICESHIP PROGRAMME GUIDELINES 7

4.1 ELIGIBLE REQUIREMENTS FOR TEACHER 7
APPRENTICESHIP PROGRAMME
4.2 PASSING REQUIREMENT FOR TEACHER 8
APPRENTICESHIP PROGRAMME
4.3 ATTENDANCE AND LEAVE 8
4.4 FAILING CASES OF TEACHER APPRENTICESHIP 8
PROGRAMME
3 TEACHER APPRENTICESHIP PROGRAM

5.0 ETHICS AND RESPONSIBILITY 9

5.1 RESPONSIBILITIES OF THE CENTRE FOR TEACHING 9
PRACTICE AND INDUSTRIAL TRAINING (PuLaMI)
5.2 COORDINATOR’S RESPONSIBILITY 9
5.3 TRAINEE TEACHERS’ RESPONSIBILITY 9
5.4 SCHOOL’S RESPONSIBILITY 10
5.5 GUIDANCE TEACHERS’ RESPONSIBILITY 11
5.6 LECTURER’S RESPONSIBILITY 11
5.7 TRAINEE TEACHERS’ ETHICS 11

6.0 APPENDICES 13

TEACHER TRAINING PROGRAMME ASSESSMENT RUBRIC 19

 FOREWORD FROM THE DIRECTOR OF CENTRE FOR TEACHING PRACTICE AND
INDUSTRIAL TRAINING

Alhamdulillah and thank for His grace and guidance for the completion of the
Teaching Apprenticeship Programme Guidebook. This book was produced based on the
improvisation of the Teaching Practice Guideline Amendment 2010. The guide will be useful
for trainee teachers, guidance teacher, supervising lecturer, centre/faculty programme
coordinator, and administration in the institution. Few ammendments have been made to
guarentee the quality of UPSI trainee teachers.

I would like to convey my gratitude to all the parties that were involved, especially to
both the Deputy Director of PuLaMI, Dr. Nurul Ain and Dr. Ashardi, several lecturers from the
Faculty of Human Development such as Associate Professor Dr. Rosnidar, Dr. Mohd Noor, Dr.
Talib, and Tn. Hj Sidik; coordinator of Teacher Apprenticeship Program, secretariat at the
Centre for teaching Practice and Industrial Training UPSI for the contribution and
commitment given. May the effort contributes to the quality of future teachers in UPSI who
4 will be educating the future generations in Malaysia. TEACHER APPRENTICESHIP PROGRAM

Director
Centre for Teaching Practice and Industrial Training
Universiti Pendidikan Sultan Idris
 VISION, MISSION DAN MOTTO

VISION

To be the excellent university in education leadership based on glorious history and to lead
the global changes.

MISI
5 TEACHER APPRENTICESHIP
To produce and pursue knowledge through teaching, researching, PROGRAM
publishing, negotiating
and community service, in the contexts of human development to achieve the nation’s vision.

MOTTO

“COMMITED TO BRING CHANGES IN EDUCATION”

 1.0 CONCEPT

1.1 Teacher Apprenticeship Programme or Program Perantis Guru (PPG) provides

the opportunity for the trainee teachers (TTs) to understand schools as an
education institute and their role in the classroom.

1.2 The Teacher Apprenticeship Programme provides trainee teachers (TTs) an early
exposure of the school’s environment from a perspective of a teacher.

1.3 It is hoped that the trainee teachers (TTs) could comprehend several matters
such as the students’ behaviour, school management, classroom management,
the integration of theory and practices in the teching context through
observation, interaction, and reflection.

1.4 Teacher Apprenticeship Programme or PPG is formed based on the

development approach that is in line with the National Education Philosophy to
produce excellent future teacher.

2.0 OBJECTIVES

This programme provides the opportunity for the TTs to:

6 TEACHER APPRENTICESHIP PROGRAM
2.1 Analyze the school’s environment and culture

2.2 Develop skills in teaching and learning, co-curriculum management and school
management.

3.0 IMPLEMENTATION OF TEACHER APPRENTICESHIP PROGRAMME (PPG)

3.1 DURATION

3.1.1 Teacher Apprenticeship Programme will be implemented twice (2) - PPG 1

and PPG 2. The implementation of the programme is as shown in Table 1
below.

Table 1. PPG Implementation

Programme Duration Implementation Placement

PPG1 2 Weeks 2nd Semester Break

Nearby secondary schools
(within the residency)
PPG2 4 Weeks 4th Semester Break
 3.1.2 Teacher traineess need to choose the school that is near or within their
residency with the estimation cost of living at minimum.

3.2 IMPLEMENTATION PROCEDURE

3.2.1 Teacher trainees should obtain the Letter of Introductory and Preparation
Form to receive PPG Students from the Centre for Teaching Practice and
Industrial Training (PuLaMI).

3.2.2 TTs select the school from the list of placement that is certified by the
school/institution as written in Section 3.2.1 in MySIS within one (1) month
as soon as he/she obtained the placement approval from the institution.

3.2.3 PuLaMI certifies the placement of school/institution after being certified

by the JPN/BPTV/KEMAS/PERMATA/Islamic Department and the school.

3.2.4 Letter of placement to the school/institution can be obtained from MySIS

after obtaining placement confirmation by PuLaMI. The letter must be
printed and submitted to the school within one (1) month before the PGG
commences.

3.2.5 TTs need to print reporting for duty letter at MySIS to be handed over to
7 the principal when reporting for duty at school.
TEACHER APPRENTICESHIP PROGRAM

3.2.6 TTs also need to print the Attendance Form (Appendix 1) and the Overall
Monitoring Form (Appendix 2) from the PuLaMI website for students and
school’s discretion during the course of the prorgramme.

3.2.7 Teacher trainees is required to prepare a folio containing the overall tasks
that was assigned and submit the tasks along with the attendance form
and overall monitoring form that has been filled and certified by the
school to his/her supervisor for evaluation.

3.2.8 The list of tasks and evaluation scores are attached as Appendix 5.

4.0 TEACHER APPRENTICESHIP PROGRAMME RULES AND REGULATIONS

4.1 REQUIREMENTS TO UNDERGO TEACHER APPRENTICESHIP PROGRAMME

4.1.1 Completed semester 2 for PPG 1 and semester 4 for PPG2.

4.1.2 Any changes shall be subject to the programme structure determined by

the Academic Planning Committee of the University and Senate.
 4.2 PPG PASSING REQUIREMENTS

4.2.1 Undergone PPG in accordance with the period set by the university.

4.2.2 Complied with all PPG regulations.

4.2.3 Obtained at least Grade B and approved by the University Senate.

4.3 ATTENDANCE AND LEAVE

4.3.1 Attendance of PPG is mandatory. During the PPG period, TTs are not
allowed to be on leave. Any sick leave (certified by a government medical
institution or recognised by the government), or a surprise leave due to
personal or familial reasons must be informed to the school and UPSI.

4.3.2 If the TT is unable to meet the 100% attendance requirement due to

certain reasons, trainees are required to complete the PPG duration
before undergoing Teaching Practice.

4.3.3 TTs who, due to health reasons such as accidents or pregnancy, are
unable to undergo PPG are advised to suspend PPG. If the TTs chooses to
8 TEACHER APPRENTICESHIP PROGRAM
continue PPG, they are required to provide a disclamier letter of non
responsibility to the university.

4.3.4 TT who are absent for more than 10% of the PPG duration is required to
repeat the entire PPG barring special cases considered by the Teaching
Training Committee/Practicum UPSI.

4.4 FAILLING CASES OF TEACHER APPRENTICESHIP PROGRAMME (PPG)

4.4.1 TTs will be considered to fail their PPG if:

4.4.4.1 Absent for the whole duration of the PPG.

4.4.4.2 Did not provide the folio according to the assigned tasks.

4.4.4.3 Conduct plagiarism.

4.4.4.4 Failure to adhere to the trainee teachers ethics.

 5.0 RESPONSIBILITIES AND ETHICS

5.1 RESPONSIBILITIES OF THE CENTRE FOR TEACHING PRACTICE AND

INDUSTRIAL TRAINING (PULAMI)

5.1.1 Appoints PPG coordinator at the Faculty/Centre/Program level through

the Dean of faculty.

5.1.2 Provides PPG manuals and other PPG related documents.

5.1.3 Manages the placement of TTs in the educational institutions.

5.1.4 Appoints supervisor and mentor teacher.

5.1.5 Monitor the implementation of PPG.

5.1.6 Provide briefing to the PPG coordianator, Faculty/Centre/Programme and

TTs.

5.2 RESPONSIBILITIES OF PPG COORDINATOR

5.2.1 Guide and monitor students to key-in the name of the school through
PPG system (MySIS Student Portal)
9 TEACHER APPRENTICESHIP PROGRAM
5.2.2 Determine the supervising lecturer for each student in their respective
department.

5.2.3 Conduct PPG briefings to supervisors and students.

5.2.4 Ensure that all supervising lecturers have uploaded the scores through the
MySIS system according to the designated date.

5.2.5 Attend all relevant PPG meetings either at the faculty or university level
and report the acquired information to the faculty.

5.2.6 Report special cases to the faculty.

5.3 TEACHER TRAINEE’S RESPONSIBILITIES

5.3.1 While undergoing PPG, the status of trainee teachers remains as “Trainee
Teachers (TTs)”.

5.3.2 Attend PPG briefings.

5.3.3 Understand and embrace the PPG objectives.

5.3.4 Attend pre-PPG session together with supervisor.

 5.3.5 Report to the school and establish good relationship with the school
community.

5.3.6 Prepare the PPG folio based on the given assignment.

5.3.7 Submit the folio together with the relevant forms to the supervisor for
evaluation.

5.3.8 Compulsory to attend and perform the given duties at the institution
during the PPG period.

5.3.9 Record the attendance at the institution during the entire working day.

5.3.10 If the TT encountered any problems during PPG and could not handle it,
please refer the matter to the school or UPSI.

5.4 SCHOOL’S RESPONSIBILITIES

5.4.1 Collaborate with UPSI to ensure the success of the PPG programme.

5.4.2 Identify and appoint experienced teachers as mentor teachers.

5.4.3 Assist the TTs to adapt to the community/society.

10 TEACHER APPRENTICESHIP PROGRAM
5.4.4 Assist the TTs to collect the required school information.

5.4.5 Provide opportunities for TTs to observe on the teaching of an

experienced trained teachers.

5.4.6 Keep an eye on the TTs’ discipline and attendance throughout the PPG
period and fill up the PPG Attendance Form. Report any TTs’ disciplinary
case/health/accident in written reports from time to time to UPSI.

5.4.7 Provide guidance and continuous feedback to TTs.

5.4.8 Submit Attendance Form and other related documents to UPSI through
TT.

5.5 MENTOR TEACHERS’ RESPONSIBILITY

5.5.1 Guiding TTs towards the development of Educators Behavior, especially in

terms of proper interaction, self-improvement, and cultivating
professional teaching values.

5.5.2 Inform the school’s principal on TTs progress from time to time.

5.5.3 Allow TTs to observe the teaching process.

 5.5.4 Conduct at least one (1) discussion/guidance on the pre and post
teaching that was conducted by the TTs during the course of PPG.

5.6 SUPERVISOR’S RESPONSIBILITY

5.6.1 Explain the concept, objectives, and PPG tasks to the TTs

5.6.2 Evaluate the TTs folios and other related documents.

5.6.3 Summarise and evaluate the TTs’ folio in the PPG Summary Form
(Appendix 3 and 4) based on PPG Evaluation Rubric (Appendix 6).

5.6.4 Upload students’ scores in the MySIS System.

5.6.5 Make a visitation if necessary.

5.7 TEACHER TRAINEE’S ETHICS

5.7.1 TTs must consider himself/herself as the school’s employee and be

responsible for all actions taken during the PPG period.

5.7.2 During the PPG period, the TTs is fully under the direction of the school
11 TEACHER APPRENTICESHIP PROGRAM
principal. The Teacher trainee is subjected to all the school rules.

5.7.3 TTs shall protray the sense of responsibility, helpfulness, diligence, and be
motivated to carry out the assigned tasks.

5.7.4 Adhere and practice teaching professinalism ethics, university’s

regulations, and institutional rules throughout the PPG period.

5.7.5 TTs is subjected to the Universities and University Colleges ACT 1971 and
any amendments related to this Act.

5.7.6 In terms of attire, TTs are required to adhere to the Professional Circulars
Bill 6/1985 dated 9th May 1985, Professional Circulars Bill 7/2001 and
Circular KPPM KP/KPPM/5 (49) regarding rules for attire in schools.
Among the dresscode that needed to abide by are:

5.7.6.1 Wear appropriate clothing as stated by the institution.

5.7.6.2 Wear shoes. Sandals are not allowed.

5.7.6.3 Short hair (male) and tidy. TTs are not allowed to have coloured hair.
 Appendix 1
PLMI/PPG/B02/Pin00/April2017
PG2

TEACHER APPRENTICESHIP PROGRAMME (PPG) ATTENDANCE FORM UPSI

Name :…………………………………………………………………………………………………………………………………….….
Matric No. :……………..……………………………………………….. Programme Code:………………………………………….
School :………………………………………………………………………………………………………………………………............…...

SIGNATURE (BY SCHOOL

DATE TIME TIME
AUTHORITY)
In Out

In Out

In Out

In Out

In Out

In Out

In Out

In Out
12 TEACHER APPRENTICESHIP PROGRAM
In Out

In Out

In Out

In Out

In Out

In Out

In Out

In Out

In Out

In Out

In Out

In Out

Offical School Stamp:

 APPENDIX 2
PLMI/PPG/B01/Pin00/April2017
PG1

OBSERVATION FORM FOR TRAINEE TEACHERS

This form is completed by the mentor and given to the Teacher Trainee to be filed.

Teacher Trainee’s Name: ………………………………………………………………………………………….............……………

Code for Program : ……………………………………………............. Matric Number: ……………………………...
Teacher Apprenticeship : ……………………………………………………….. Date : ………………....……………...............
Program session

Item Comments/Report

ATTENDANCE

13 TEACHER APPRENTICESHIP PROGRAM

TEACHER TRAINEE

ETHICS

ADDITIONAL

Mentor Signature
____________________
NAME: School stamp:
 Lampiran 3
PLMI/PPG/B03/Pin00/April2017
PG3

MARKS SUMMARY FORM FOR TEACHER APPRENTICESHIP PROGRAM 2

(This form is completed by the Supervisor)

Teacher Trainee’s name: …………………………………………………………………………………………………………………….

Program code : ……………………………………………............. Matric Number:……………………….........
Date : ……………………………

ASSIGNMENT MARKS

1 /30

2 /70

TOTAL /100
14 TEACHER APPRENTICESHIP PROGRAM
GRADE

SUPERVISOR SIGNATURE

__________________________________________
 Lampiran 4
PLMI/PPG/B04/Pin00/April2017
PG4

MARKS SUMMARY FORM FOR TEACHER APPRENTICESHIP PROGRAM 2

(This form is completed by the Supervisor)

Teacher Trainee’s Name: …………………………………………………………………………………………………………………….

Program code : ……………………………………………............. Matric number : …………………..…………
Date : ……………………………

ASSIGNMENT MARKS

1 /10

2 /20

3 /30
15 TEACHER APPRENTICESHIP PROGRAM

4 /20

5 /20

TOTAL /100

GRADE

SUPERVISOR SIGNATURE

_____________________________________
 APPENDIX 5

TASKS AND ASSESSMENT GUIDELINES FOR TEACHER APPRENTICESHIP PROGRAM

IMPLEMENTATI-
ASSESSMENT
ON
ITEM OBJECTIVE ASSIGNMENT
SCORE
WEEK

Teacher To analyse the 1. Student is required to collect information on

school the school in the following aspects.
Apprenti- environment I 30%
ship and school i. School name and address
Program culture
(2 weeks) ii. School location

iii. School plan

iv. School grade

v. School type (Jenis sekolah)

vi. School logo, vision and mission

vii. Number of students

16 viii. Number of teachers and staffs APPRENTICESHIP PROGRAM

TEACHER
ix. School backgound history

x. School calender

xi. Administration and curiculum

xii. Activities and co-curricular

xiii. Facilities

From the information that is obtained, student

needs to do an overall conclusion based on the
environment/ surroundings, school culture as
well as analysing critically the relation with the
National Education Philosophy.
2 70%
 IMPLEMENTATI-
ASSESSMENT
ON
ITEM OBJECTIVE ASSIGNMENT
SCORE
WEEK

Teacher To develop 1. Knowledge in the syllabus/content of the 1

10%
skills in the subject
Apprenti- teaching and
ship learning Students need to do a report on the
Program process, co- syllabus/content that they specialized in.
(4 weeks) curricular
management
and school
management 2. Skills and the practice of teacher trainee’s

mentor related to teaching and learning.

1-3
2,1. To observe at least one lesson in a class
and to prepare report including that includes
the following elements :

10%
i. Title
17 TEACHER APPRENTICESHIP PROGRAM
ii. Teaching objectives

iii. Teaching styles/methods

iv. The use of materials

v. Class management

vi. Time management in lesson planning

vii. Assessment method

viii. Closure

ix. To list down the skills that have been

learnt by the students.

x. The students’ outcome

xi. Identfying the special need students (If

there is any)

10%

To do reflection based on the mentor’s

lesson execution in the classroom.
 IMPLEMENTATI-
ASSESSMENT
ON
ITEM OBJECTIVE ASSIGNMENT
SCORE
WEEK

3 Skills and practices of the teacher

trainees

3.1 To prepare a lesson plan and carry out

the lesson plan in the classroom as well as
documenting the lesson.

3.2 To do reflection on the teaching lesson

that has been carried out.

4 Skills in the activities related to

School management
3 20%

To write a report on an activity that is carried

out with the involvement of other teachers in 10%
which relates to the school administration.
18 TEACHER APPRENTICESHIP PROGRAM
20%

For example, The Head of Panel/ The Class

Teacher/ The Counseling Unit. / The
Disciplinary Teacher and others.

5 Skills in managing the curricular

activities. 4
20%

To write a report on activities that is carried

out with the involvement of other teachers in
which relates to the school curricular.

4
 APPENDIX 6
SCORING RUBRIC OF TEACHER APPRENTICESHIP PROGRAM

TEACHER APPRENTICESHIP PROGRAM 1

Analysing the school environment and school culture

First Assignment :

SCORE 0 1 -6 6-12 13-18 19-24 25-30

Contains Contains 1-2 Contains 3-5 Contains 6-8 Contains 9-12

Contains all
no information information information information
the
POINT informati- with related with related with related with related
information
on at all illustration illustration. illustration. illustration.
with related
illustration.
19 TEACHER APPRENTICESHIP PROGRAM

Second Assignment
SCORE 0 1 -14 15-28 29-42 43-56 57-70

No attempt Able to Able to Able to Able to Able to

to write the provide a provide a provide a provide a provide a
POINT summary summary of summary of summary of summary of summary of
and critical the school the school the school the school the school
analysis on environment environment environment environment environment
the
environment
and school
Able to Able to Able to Able to Able to
culture in
provide a provide a provide a provide a provide a
relation with
summary of summary of summary of summary of summary of
the National
the school the school the school the school the school
Philosophy
culture culture culture culture culture
education.

Did not Not able to Able to Able to Able to

demostrate demostrate demonstrate demonstrate demonstrate
critical analysis sufficient sufficient above average an excellent
of the school critical critical critical analysis analysis of
 environment analysis of analysis of of the school the school
with the the school the school environment environment
school culture environment environment with the with the
in relation to with the with the school culture school
the National school culture school in relation to culture in
Education in relation to culture in the National relation to
Philosophy. the National relation to Education the National
Education the National Philosophy. Education
Philosophy. Education Philosophy.
Philosophy.

TEACHER APPRENTICESHIP PROGRAM 2

Developing skills in the learning and teaching practice, co-curricular management and
school management.

First assignment: Knowledge in the syllabus/content of the subject

SCORE 0 1 -2 3-4 5-6 7-8 9-10

20 No Contains the Contains the TEACHER

ContainsAPPRENTICESHIP
both Contains both
PROGRAMDemonstra-
informati- curriculum curriculum the curriculum the curriculum ted the
POINT on. specifications specifications specifications specifications relation
of lower of the upper of the lower of the lower between
seconday seconday level. and upper and upper each of the
level. secondary secondary topics of
level. level. the
secondary
level.

Demonstrated
the relation
between each Demonstra-
of the topics ted the
of the relation
secondary between
level. each of the
topics of
the lower
secondary
level with
the upper
secondary
 level.

Second assignment: Skills, Learning and Teaching practices of the Teacher Trainee’s
mentor

Task 2.1
MARKS 0 1 -2 3-4 5-6 7-8 9-10

No Report Report Report Report Report

containing 1-2 containing 3-4 containing 5-6 containing 7-8 containing
POINTS report elements. elements. elements. elements. all the
elements.

21 TEACHER APPRENTICESHIP PROGRAM

TASK 3.2

SCORE 0 1 -2 3-4 5-6 7-8 9-10

 Do not reflect Cannot reflect Can reflect on Can reflect on Can reflect on Can reflect
on the on the the teaching the teaching the teaching on the
POINT teaching and teaching and and learning and learning and learning teaching
learning learning process process quite process well. and
process. process. poorly. well. learning
process
excellently.
Do not show Cannot show Can show Can show
maturity in maturity in maturity in maturity in Can show
critical critical critical critical maturity in Can show
reflection and reflection and reflection and reflection and critical maturity in
self- self- self-comment self-comment reflection and critical
comment. comment. but poorly. quite well. self-comment reflection
well. and self-
comment
excellently.

22 Third Assignment: Skills and practices in the Teaching and Learning

TEACHER lesson of the
APPRENTICESHIP Teacher
PROGRAM
Trainee

Task 3
MARKS 0 5-10

No lesson plan Presented rph

POINT

No video Ada video P&P

Task 3.2

SCORE 0 1 -2 3-4 5-6 7-8 9-10

 Do not reflect Cannot reflect Can reflect on Can reflect on Can reflect on Can reflect on
on the on the the teaching the teaching the teaching the teaching
POINT teaching and teaching and and learning and learning and learning and learning
learning learning process process quite process well. process
process. process. poorly. well. excellently.

Do not show Cannot show Can show Can show Can show
maturity in maturity in maturity in maturity in Can show maturity in
critical critical critical critical maturity in critical
reflection and reflection and reflection and reflection and critical reflection and
self- self- self-comment self-comment reflection and self-comment
comment. comment. but poorly. quite well. self-comment excellently.
well.

Task 4: Skill in school management activity

23 TEACHER APPRENTICESHIP PROGRAM

SCORE 0 1 -4 5-8 9-12 13-16 17-20

No report Report only Report contains Report contains Report contains Report contains
contains school structure and structure/struct structure/struct structure/struct
POINT management detail for each -ure detail and -ure detail, the -ure detail, the
structure structure the teacher’s teacher’s teacher’s
involved activity activity and own activity and own
involvement involvement

Reflection on
school
management
activity.
 Task 5: Skill in co-curricular activities management

SCORE 0 1 -4 5-8 9-12 13-16 17-20

No report Report only Report contains Report contains Report contains Report contains
contains co- structure and structure/struc- structure/struc- structure/struc-
POINT curriculum detail for each ture detail and ture detail, the ure detail, the
structure structure the teacher’s teacher’s teacher’s
involved activity activity and own activity and own
involvement involvement

Reflection on
cocurriculum
management
activity.

24 TEACHER APPRENTICESHIP PROGRAM