Abstract: The Ministry of Education Malaysia dynamically and drastically made the subject of History mandatory to be in force in 2013. This is in recognition of the nation's heritage and treasures in maintaining true facts and information for future generations of the State. History reveals the civilization of a nation and the fact of national cultural heritage. Civilization needs to be preserved as a legacy of sovereign heritage. Today's generation is the catalyst for future heirs who will support the principle and direction of the country. In line with the National Education Philosophy that aims to shape the potential development of individuals holistically and uniquely in order to produce a balanced and harmonious student in terms of intellectual, spiritual, emotional and physical. Hence, understanding the importance of studying the history subject as a pillar of identity and the history of nationhood is to be a priority in the pursuit of knowledge and empowering the spirit of statehood that is nurtured through continuous learning at school. Judging from the aspect of teacher leadership role in integrating history in a combined way based on Teacher Education Philosophy. It empowers the teaching profession towards the teacher to support noble character. It also supports progressive and scientific views. Teachers are willing to uphold the State's aspirations and celebrate the country's cultural heritage. They guarantee individual development and maintain a united, democratic, progressive and disciplined society. Teacher's role as a change and leadership agent in education begins in the classroom through formal or informal educational processes. This situation is expanded in schools, communities and countries. The focus of this paper is on the role of teacher leadership influencing the effectiveness of teaching and learning history in the classroom environment. Leadership guides to teachers' perceptions on the role of teacher leadership, teaching leadership, and the teacher leadership role and effective teacher leadership role. Discussions give emphasis on aspects of factors affecting the classroom environment, forming the classroom agenda, effective classroom implementation methods, suitable climate for historical learning and teacher challenges in implicating the effectiveness of teaching and learning processes.
Abstract: The purpose of this paper is to describe the process of
setting up a learning community within an elementary school in
Ontario, Canada. The description is provided through reflection and
examination of field notes taken during the yearlong training and
implementation process. Specifically the impact of teachers- capacity
on the creation of a learning community was of interest. This paper is
intended to inform and add to the debate around the tensions that
exist in implementing a bottom-up professional development model
like the learning community in a top-down organizational structure.
My reflections of the process illustrate that implementation of the
learning community professional development model may be
difficult and yet transformative in the professional lives of the
teachers, students, and administration involved in the change process.
I conclude by suggesting the need for a new model of professional
development that requires a transformative shift in power dynamics
and a shift in the view of what constitutes effective professional
learning.