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Pengajaran dan Pembelajaran Sejarah di Sekolah: Guru Sebagai Broker Ilmu Sejarah [Teaching and learning history in schools: the Teacher as the history knowledge broker]

Aini Hassan, (1998) Pengajaran dan Pembelajaran Sejarah di Sekolah: Guru Sebagai Broker Ilmu Sejarah [Teaching and learning history in schools: the Teacher as the history knowledge broker]. Masalah Pendidikan, 21 . pp. 109-123. ISSN 0126-5024

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University of Malaya. Faculty of Education.


The concept of teacher as a broker of scholarly knowledge sees the teacher as a pivotal person who is able to transform knowledge from the academic disciplines into pedagogically effective lessons. The idea is used to frame an analysis of the issues that arise in our effort to improve the effectiveness of history teaching and learning in Malaysian secondary schools.

Item Type:Journal
Additional Information:This note was added by the script.
Subjects:L Education
ID Code:5154

1. Aini Hassan (1996). A study of Malaysian history teachers’ subject matter and pedagogical content knowledge. Tesis Ed.D yang tidak diterbitkan, Monash University, Australia.

2. Anderson, C. W. (1989). The role of education in the academic disciplines in teacher preparation. Dalam A. E. Woolfolk (Ed.), Research perspectives on the graduate preparation of teachers (88-107). Englewood Cliffs, NJ: Prentice Hall.

3. Hall, D. L., & McDiarmid, G. W. (1990). The subject-matter preparation of teachers. Dalam W. R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teacher education. A project of the Association of Teacher Educators (hlm. 437-449). New York: Macmillan.

4. Borko, H., & Putnam, R. T. (1995). Expanding a teacher’s knowledge base: A cognitive psychological perspective on professional development. Dalam T. R. Guskey & M. Huberman (Eds.), Professional development in education (hlm. 35-65). New York: Teachers College Press.

5. Buchmann, M. (1984). The priority of knowledge and understanding in teaching. Dalam L. G. Katz & J. D. Raths (Eds.), Advances in teacher education, Vol. 1 (hlm. 29-50). Norwood, NJ: Ablex.

6. Clark, C. M. (1988). Asking the right questions about teacher preparation: contributions of research on teacher thinking. Educational Researcher, 17(2), 5-11.

7. Cornbleth, C. (1989). Knowledge for teaching history. Competing visions of teacher knowledge. Proceedings from an NCRTE Seminar for Education Policymakers, Washington, DC.

8. Feiman-Nemser, S., & Parker, M. B. (1990). Making subject matter part of the conversation in learning to teach. Journal of Teacher Education, 41(3), 32-43.

9. Grossman, P. L., Wilson, S. M., & Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. Dalam M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (hlm. 23-36). New York: Pergamon Press.

10. Hashweh, M. Z. (1987). Effects of subject-matter knowledge in the teaching of biology and physics. Teaching & Teacher Education, 3(2), 109-120.

11. Kementerian Pendidikan Malaysia (1991a). Laporan Kajian Kedudukan Pengajaran dan Pembelajaran Mata Pelajaran Sejarah di Sekolah.

12. Kementerian Pendidikan Malaysia (1991b). Kurikulum Bersepadu Sekolah Menengah: Sejarah Peradaban Dunia. Tingkatan 4. Kuala Lumpur: Dewan Bahasa & Pustaka.

13. Kementerian Pendidikan Malaysia (1990). Sukatan Pelajaran Sekolah Menengah: Sejarah Menengah Atas. Kuala Lumpur: Dewan Bahasa & Pustaka.

14. Lortie, D. C. (1975). School teacher. A sociological study. Chicago: University of Chicago Press.

15. McDiarmid, G. W., Ball, D. L., & Anderson, C. A. (1989). Why staying one chapter ahead doesn’t really work; Subject-specific pedagogy. Dalam M. Reynolds (Ed.), Knowledge base for the beginning teacher (hlm. 193-205). Oxford, UK: Pergamon.

16. Schwab, J. J. (1978). Education and the structure of the disciplines. Dalam I. Westbury & N. J. Wilkof (Eds.). Science, curriculum, and liberal education. Selected Essays (hlm. 229-272). Chicago & London: The University of Chicago Press.

17. Seixas, P. (1993). The community of inquiry as a basis for knowledge and learning: The case of history. American Educational Research Journal, 30(2), 305-324.

18. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.

19. Shulman, L. S. (1986a). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

20. Shulman, L. S. (1986b). Paradigms and research programs in the study of teaching: A contemporary perspective. Dalam M. C. Wittrock (Ed.), Handbook of research on teaching (hlm. 3-36). New York: Macmillan.

21. Sykes, G., & Bird, T. (1992). Teacher education and the case idea. Review of Research in Education, 18, 457-521.

22. White, J. J. (1987). The Teacher as Broker of Scholarly Knowledge. Journal of Teacher Education, 38(4), 19-24.

23. Wilson, S. M. (1989). Parades of facts, stories of the past: What do novice history teachers need to know. Competing visions of teacher knowledge: Proceedings from an NCRTE Seminar for Education Policymakers, Washington, DC.

24. Wilson, S. M., & Wineburg, S. S. (1988). Peering at history through different lenses: The role of disciplinary perspectives in teaching history. Teachers College Record, 89, 525-539.

25. Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28(3), 495-519.

26. Wineburg, S. S., & Wilson, S. M. (1991). Subject matter knowledge in the teaching of history. Dalam J. Brophy (Ed.), Advances in research on teaching, Vol. 2 (hlm. 305-347). Greenwich, CT: JAI.

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