Citizenship Education Case Study

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From the National Education Philosophy for Malaysia, that is written in 1988 and revised in 1996: “Education in Malaysia is an ongoing effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally, and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving high levels of personal well-being as well as being able to contribute to the harmony and betterment of the family, the society, and the nation at large (Malaysian Education…show more content…
It is because the students will follow whatever that taught by the teacher and they become their role model. It can be difficult if the teacher themselves do not show good roles or positives behaviors to the students at schools as well as outside the school. There are many issues of civics and citizenship education when it comes to the teacher.
The first issue concerning to the teacher if the school is planning to implement the civic and citizenship program, the school need to find teachers that are knowledgeable to teach it. When it comes to the teachers ' description of their competency to teach Civics, each school should seek out a teacher that is concern in the area of civic citizenship education to be the leader, and provide the others with professional improvement. Schools should train the teachers and then let them trained the other school staffs. It is because when the teacher do not interested and have no knowledge to teach the civic and citizenship education, they will only teach the students by following the syllabus that given to them without explaining it well to the students. Thus, it will affect students in the
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It means learning new formula of knowledge, developing the new teaching methods, finding new ways of working and producing new types of professional relationships between the colleagues and learners. It highlights teaching based on recent issues over the understanding of historical systems, critical thinking and skills teaching as well as the knowledge program, co-operative and cooperative working rather than secluded preparation, and the professional autonomy instead of dependency on the central instruction. It requires a transformation in how we identify learning, from an idea of learning as teacher-centered towards learning through experience, participation, research and

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