Tutorial Task Individual

(5/2/21)

Prepared by: Imelda Tiong Ing Yi (G8.4)

Compare and contrast between the stages proposed by Trotter (1986) and MOE

Compare and contrast between the stages

proposed by Trotter (1986) and MOE
Aspects Stages of Teacher Development
(Trotter, 1986)
Stage 1 Novice
Who: Students in teaching degree
program
What do they do:
● Learn specific facts and master the
basic concepts and principles
● Acquire some basic skills, master
the terminology of the profession
Teacher characteristics:
● Do not have the teaching skills
Behaviours:
● Focus on classroom survival by
acquiring individual techniques.
Stages of Teacher Development
(MOE)
Executor
Who: Novice teachers who just enter the
teaching profession (DG41)
What do they do:
● Understand and carry out tasks
and responsibilities with
supervision and guidance
Teacher characteristics:
● Teacher is the stage of adapting to
fulfill the responsibility as a teacher
Behaviours:
● Focus on the basic task of a
teacher and carry out
transformation that is supervised
by administrators
Aspects Stages of Teacher Development
(Trotter, 1986)
Stage 2 Advanced Novice (Competent level)
Who: Students who get exposed to real
situation (SBE, practicum)
What do they do:
● Application of the knowledge and
skills to the real teaching
● Exploring the new ways of teaching
Teacher characteristics:
● Have experience and exposure to
the realities of school
● Deeper understanding about the
needs and demands of the teaching
profession
Behaviours:
● Focus on application of the
acquired classroom routines and
self-development through
experience
Stages of Teacher Development
(MOE)
Activator
Who: Teachers Gred DG44
What do they do:
● Carry out tasks and
responsibilities with minimal
guidance and supervision
● Make the decision in teaching and
learning
Teacher characteristics:
● Responsible in carrying out all the
tasks assigned and can think and
make decisions independently
Aspects Stages of Teacher Development Stages of Teacher Development
(Trotter, 1986) (MOE)
Stage 3 Competent Consultant and mentor
Who: Teacher who begins to accept the Who: Teachers Gred DG48
offer as a teacher What do they do:
What do they do: ● Guide and monitor and anticipate
● Solve the problems independently the problems occured and their
● Reflect on their own teaching solutions
practices and improve from time to Teacher characteristics:
time ● More experienced in dealing with
Teacher characteristics: the challenges come along the
● Begin to have the ability to solve way
teaching and learning problems they
face
● Recognise more and more the
principles and concepts out of
context with respect to specific
situations
Behaviours:
● Focus on improving student
performance/learning
Aspects Stages of Teacher Development
(Trotter, 1986)
Stage 4 Proficient
Who: Professional teachers
What do they do:
● Implement decisions based on intuitive
understandings that results from their
experiences
● Share ideas, experiences and skills
through forums, courses, seminars etc
Teacher characteristics:
● Easily identify the key elements in a
task
● Have high cognitive ability to analyse
the learning environment in a
distinctive ways
Behaviours:
● Teachers have an intuitive grasp of
how to organise learning experiences
based on the different variables
Stages of Teacher Development
(MOE)
Leader of Change
Who: Teachers Gred DG52
What do they do:
● Become the subject matter expert,
mentor to impart specialised
knowledge and skill
● Integration of creativity and
innovation in t&l
Teacher characteristics:
● Have the ability to plan, implement
and improve the problems
occured in their own field
Aspects Stages of Teacher Development Stages of Teacher Development
(Trotter, 1986) (MOE)

Stage 5 Expert Strategic Thinker

Who: Teachers who are widely recognised
as superior
What do they do:
● Become mentors for the educators
● Comprehend and work with a variety
of patterns
Teacher characteristics:
● Can handle a large quantity of
information
● Provide almost perfect, smooth
performance
Behaviours:
● Teaching becomes effortless and
fluid, planning with a more flexible
attitude
Who: Teachers Gred DG54
What do they do:
● Structure the strategies or new
ideas in the t&l
● Guide the implementation of the
research to improve t&l
● Designing the curriculum
evaluation strategies with the
consideration of the students’
ability
Teacher characteristics:
● Expert in their own field
Aspects Stages of Teacher Development Stages of Teacher Development
(Trotter, 1986) (MOE)

Stage 6 - Holistic Thinker

Who: Special grade teachers
What do they do:
● Become a consultant in formulating a
comprehensive strategy and achieving the
right training to ensure the success of an
organisation
● Areas of expertise: learning organisation,
administration management, culture
management, training development
Teacher characteristics:
● Has a wide range of expertise