PENDIDIK DAN PENDIDIKAN JId. 13, 1994/95 The Understanding And Implementation of Values Education: Perceptions of Student Teachers Ismail Jusoh & Zurida Ismail Satu kajian telah dijalankan untuk menentukan kefahaman dan perlaksanaan penerapan nilai di kalangan guru-guru pelatih. Tujuh belas soalan dikemukakan kepada pelatih untuk mendapatkan maklumat tentang kefahaman mereka mengenai nilai-nilai murni. Selanjutnya sembilan soalan ditanyakan kepada pelatih untuk mengetahui amalan penerapan nilai dalam pengajaran yang mereka lakukan semasa latihan mengajar. Hasil kajian menunjukkan bahawa terdapat perbedaan pendapat tentang nilai-nilai mumi serta amalan penerapan nilai mumi di kalangan pelatih. Perbedaan tersebutjuga dikesan setelah dibuat perbandingan dari segi jantina, bangsa dan kepercayaan (agama). Introduction Much has been written about roles of teachers in the classroom (e.g. Renner, 1979; Wadsworth, 1978; Cohen & Manion, 1977). Apart from teaching content or subject matter, teachers are also required to: (i) arrange or organize activities that could arouse students' interest in learning, (ii) organize concepts to be taught in a logical manner so that they could be easily understood by their students, (iii) make their students aware, understand, and confident of applying the moral values through the teaching of content, (iv) evaluate their teaching performance. However, it is not easy to fulfill the tasks mentioned above. Only individuals with the "right" personality and who possess the characteristics of an effective teacher could perform these responsibilities satisfactorily. To understand the "way of life" or responsibilities of a teacher in the school, Hilsum & Cane (cited in Cohen, 1977) conducted a study involving 66 primary schools in England. Their findings showed that: 26% of the teachers' time was spent on teaching, 10% on management of students, 12% on consultation with students, 10% to check the exercise books, 8% on lesson planning and preparation and 25% on "clerical" work. Routines like these will sooner or later erode and threaten a teacher's patience and enthusiasm. Comments, complaints and conversations on these matter are quite normal among staff in and outside the school. It is clear then that without the"right" personality teachers might easily feel bored with the routines in the school. Consequently, their interest as teachers might decline. At the same time, their understanding and implementation of the curriculum might also be affected.