Looking into In-Service Training for Teachers in the Philippines: Are They Gearing towards Education 4.0?

Tupas, Fernan Peniero; Noderama, Rosario P.

doi:10.13189/ujer.2020.081034

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…With the issuances and trainings of the Department of Education, teachers will be more equipped with the necessary abilities to engage learners with 21st-century skills. One strategy to help enhance teaching and learning methods is professional development, such as the Department of Education's In-Service Training for Teachers (Tupas & Noderama, (2020). Furthermore, Walag and Fajardo (2020) state that when teachers are knowledgeable about the topic matter, they may clarify students' misunderstandings, which benefits student learning.…”

Section: Resultsmentioning

confidence: 99%

Teachers’ 21st-Century Skills and Pupils’ Academic Performance

L. Amandac Jr.,

C. Pañares

2023

IJRP

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This research investigated the relationship between teachers' 21st-century skills and pupils' academic performance. Descriptive correlational analysis was used in the study. Data gathering involved the utilization of an adapted questionnaire. The academic performance of the students was evaluated using the school's Form 5 School Year 2021-2022. The study contained a total of one hundred (100) teachers from grades four through six from the three (3) schools in the West II district of Cagayan de Oro City. Mean, standard deviation, and Pearson r correlation were used to treat the data. The study discovered that the teachers' Information Literacy Skills have the highest mean. The pupils' academic performance implies that they are Proficient learners. Problem-solving skills of teachers have a significant relationship with the pupils' academic performance. It is recommended that teachers must be engaged in trainings and seminars that offer to retool and upskill problem-solving skills. Pupils shall be exposed to activity-based learning that shall encourage hands-on activities with practical approaches to 21st-century skills to improve learning. Teachers may further develop their 21 st -century skills in terms of Information Literacy Skills (ILS) and Critical Thinking Skills (CTS) during School Learning Action Cell (SLAC), Focus Group Discussion (FGD), mentoring, and In-service training.

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Section: Resultsmentioning

confidence: 99%

Teachers’ 21st-Century Skills and Pupils’ Academic Performance

L. Amandac Jr.,

C. Pañares

2023

IJRP

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“…to improve the professional growth of the teaching force, abreast of current trends and knowledge. The specified issues in professional development, such as allowing teachers with a low level of quality to attend training, support from the administration, and budget not utilized well (Tupas & Noderama, 2020).…”

Section: In-service Trainingmentioning

confidence: 99%

The Effect of In-Service Training Programs on the Professional Development of Public Elementary School Teachers

Quilapio¹,

Callo²

2022

IJRP

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This study aimed to determine the effect of in-service training programs on the professional development of public elementary school teachers in Candelaria West District, Division of Quezon. The study used quantitative and qualitative research designs and applied a descriptive-correlational method. The results revealed that professional development in terms of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, professional growth, and professional development are positively, highly, and significantly related to the in-service training programs' professionalism dimensions and pedagogical components. Likewise, the findings showed that teachers had significant improvements in content knowledge and its application within and across curriculum areas; strategies for promoting literacy and numeracy; strategies for developing critical and creative thinking as well as higher-order thinking skills; teaching and learning resources, including ICT; and learners' gender, needs, strengths, interests, and experiences after attending a number of INSETs. The result suggests teachers should attend INSET programs with a positive attitude and active participation to improve their knowledge, develop their skills, change their behavior and attitudes, and have the ability to perform tasks more efficiently and effectively.

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Opinions of Science Teachers Working in BİLSEMs on the Adequacy of In-Service Training

Bozkurt,

Kaymakcı

2024

ENAD

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The current study aims to determine the opinions of science teachers working in BİLSEMs on the adequacy of the in-service new skills provided by the Ministry of National Education of Turkiye. The study employed the case study design, one of the quantitative research models. The study participants are 11 science teachers working in BİLSEMs in different provinces in different regions of Turkiye in the 2022-2023 school year. In the determination of the participants, the purposive sampling method was used. As the data collection tool, a semi-structured interview form developed by the researchers in line with the expert opinions was used. Descriptive and content analysis techniques were developed to analyze the data obtained from the interviews. As a result of the research, it was determined that the participants expressed their opinions that in-service training through distance education was insufficient, that the content should be enriched, and that essential information for specially gifted children and different methods for science lessons should be included in the in-service training course. In this regard, various in-service training programs designed by the opinions of teachers can be developed.

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Looking into In-Service Training for Teachers in the Philippines: Are They Gearing towards Education 4.0?

Cited by 3 publications

References 7 publications

Teachers’ 21st-Century Skills and Pupils’ Academic Performance

Teachers’ 21st-Century Skills and Pupils’ Academic Performance

The Effect of In-Service Training Programs on the Professional Development of Public Elementary School Teachers

Opinions of Science Teachers Working in BİLSEMs on the Adequacy of In-Service Training

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