Self-Initiated Professional Development among Malaysian TVET Teachers in Vocational Colleges
1Nur Leenna Bte Abdul Rahman*, Mahani Binti Mokhtar and Dayana Farzeeha Binti Ali
This concept paper will present discussion on Self-Initiated Professional Development (SI-PD) among Malaysian TVET teachers in vocational colleges. Self-initiated or self-directed professional development has gained much attention lately. Since there is an increasing concern that teachers’ professional development that needs to be effective and meaningful. Furthermore, one of Ministry of Education (MOE) agenda in Malaysia Education Blueprint (MEB) 2013-2025 is to transform Continuous Professional Development (CPD) practice by increasing self-led professional development and reducing Ministry-led professional development from 16 percent to 60 percent by the year of 2025. Self-initiated professional development practice provide teachers with the autonomy to direct their own learning. This paper presents a compilation of critical review of reports, journals and articles by previous authors and researchers on Self-Initiated Professional Development and to gain perspectives from TVET teachers in vocational colleges on the needs of self-initiated professional development framework.
Self-Initiated, Self-Directed, Professional Development, TVET Teachers, Vocational College.