The meaning of preceptor is teacher or instructor. A PreCEptor is defined as a PUTRA educator who is aspired to be characterised by the ability to apply critical thinking skills, creative in problem solving, has good communication and collaborative ability, inherit good citizen attributes and has positive characters, compassionate in educating students, competent in the trained discipline, connected to updated knowledge and committed in delivering effective teaching.
Conduct studies to improve the effectiveness or propose new innovative teaching methods and tools, and share the results with the public
Produce a plan for the lesson, course and program whilst identifying the delivery approaches and assessments that could meet the learning outcomes
Emphasize on interaction and gauging attainment of learning outcomes through activities and assessment
Inspire the learners beyond the classroom, creating a lasting personal learning impact and promoting life-long learning qualities in the learners
Accommodating learning by delivering teaching materials, conducting activities and performing assessments to meet learning outcomes
| Role | Adequate | Developing | Skillful | Excellent |
|---|---|---|---|---|
| Learning Designer | Able to identify learning needs, conduct minimum learning activities that suit the learning outcomes, and usually has a rough plan on how the lesson and assessment will be conducted using available resources and materials. | Able to imitate available learning design and customize it to the needs of his/her classroom. Able to craft learning activities and assessments that are more structured and involve learners’ participation. Reflects and revises the implementation of the learning design. | Able to imitate innovative learning design, and personalize the course delivery through the creation of new personalized learning materials and activities. Able to integrate active and participative learning activities and assessment according to the needs of his/her classroom. Planning strategies to improve learning design through reflection and revision, and implements the strategies reciprocally. | Comes up with innovative pedagogies and/or resources that may be adaptable and/or replicable to other areas. Able to integrate inclusiveness, equitability and meaningful learning experience in the planning of the lesson and assessment. Reflection and revision of learning design has become habitual. |
| Learning Facilitator | Uses common learning materials and techniques for course delivery that can provide nudges for learners. | Combines and integrates learning materials and techniques for course delivery that can enhance students’ learning experience. | Scaffolding activities are evident in course delivery that are customized to the needs of his/her classroom. | Exhibits natural attributes of an accommodating educator. Able to sustain harmonious scaffolding activities that are personalized to the needs of his/her classroom. |
| Engaging Educator | Able to involve learners in learning activities. | Able to integrate teaching resources/materials and techniques in teaching and learning activities that can trigger learners to be participative and opinionative. | Creates an exciting learning atmosphere in the classroom through several nudges (in the form of resources/materials and/or techniques) that can encourage learners to be participative and opinionative in learning activities. | Creates a mellifluous active learning classroom culture that is inclusive and can instil heutagogical skills and soft-skills that are beyond those listed in the course outcome. |
| Compassionate Educator | Acknowledges and responds to students’ learning needs and/or challenges. | Offers alternatives and/or options to learners to address their learning needs or overcome their learning challenges. | Recommends customized and personalized solutions that can address several learning needs and challenges to learners. Encourages learners to seek for opportunities to polish their potential. | Empathizes with students’ needs and challenges. Exercises organic and flexibility in teaching and assessment, establishes good rapport with learners, and builds opportunities and platforms for learners to optimize their potential. |
| Scholarly Educator | Able to imitate best teaching practices, conduct simple classroom research and unofficially share them with other people. | Comes up with an improvised teaching practices and assessment that resonates his/her own teaching philosophy, conducts classroom research, and shares the findings on official platforms. | Able to readjust teaching philosophy that aligns with students’ learning needs and challenges. Teaching, learning and assessment activities are original. Conducts comprehensive classroom research and publishes the findings in multi-platforms. | Continuously formulates innovative teaching and learning approaches. Consistently conduct assessment and classroom research, publish findings in a multitude of ways. Able to assist others to do the same, advocates scholarliness in teaching and learning, and promotes for wider implementation of scholarship of teaching and learning. |
Defined as the use and knowledge of tools, techniques, systems or methods to solve a problem or serve some purpose and this definition refers not only to tangible such as materials, tools, hardware, or software, but also to knowledge, processes, or strategies and tactics (Twymann and Heward 2018)