Online Professional Development for Improving Teacher's STEM PCK Competence, Can It Be An Alternative?  (An Evaluation Using the CIPP Model)

Hasanah, Santi Setiani; Permanasari, Anna; Riandi, Riandi

doi:10.24815/jipi.v5i2.20713

Cited by 3 publications

(4 citation statements)

References 15 publications

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“…Alimohammadi et al (2013) to check the effectiveness of a health program using by CIPP model also supported the results of this study because they observed that the respondents were of the view that improvement in the process of the program was required. The study, however, shows a divergence from the reports of Hasanah et al (2021),, which demonstrated that the respondents were 100% satisfied with the implementation process of an online professional development program. Darma (2019) debated that the process (implementation), which includes teaching methods, medium of instruction, materials related to teaching, and assessment has an important role in reshaping the educational system and quality of an education program.…”

Section: Discussioncontrasting

confidence: 70%

Evaluation of the Effectiveness of the Process of Undergraduate Health and Physical Education Program by the CIPP Model

Iqbal

Khan

Wadood

2022

GESR

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This study aimed to evaluate the process (instruction, activities, and assessment methods) of undergraduate health and physical education (HPE) programs in different colleges of the Khyber Pakhtunkhwa province by employing the CIPP model. A quantitative research technique was used to record the students' responses about the effectiveness of the process through questionnaires. Respondents showed mixed views about different parameters of the process. Students were satisfied with the use of audiovisual aids during instruction, promotion of critical thinking, social and moral values by instruction methods, class discussion, participation of teachers and students in physical activities, and instructions before a specific activity. A significant proportion of the respondents, however, believed that teachers did not use diverse teaching strategies and effective mediums of instruction. Similarly, negative responses were observed about rehabilitation techniques, the role of mentor ship in stimulating students' interest, and the regular arrangement of physical activities. Evaluation of the HPE program by the CIPP model identified some demerits in the process which need improvement to make the program more effective.

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Section: Discussioncontrasting

confidence: 70%

Evaluation of the Effectiveness of the Process of Undergraduate Health and Physical Education Program by the CIPP Model

Iqbal

Khan

Wadood

2022

GESR

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“…Pre-service primary school teachers' views on their competencies to implement STEM education were examined, and it was determined that they mostly saw themselves as inadequate. Hasanah et al (2021), determined that online professional development is very useful for teachers and can develop their skills in implementing STEM learning during distance learning. Apart from low-cost, online PD can be an alternative way to improve teachers' STEM PCK competence.…”

Section: Results Related To Pre-service Primary School Teachers' View...mentioning

confidence: 99%

“…Faikhamta, Lertdechapat, & Prasoblarb (2020) examined the effects of a PCK-based STEM professional development program on science teachers and concluded that it positively affected science teachers' attitudes toward STEM education. In addition, some studies have been conducted on teachers' STEM PCK competence (Hasanah, Permanasari, & Riandi, 2021) and Supporting PCK and CK Development of pre-service primary school teachers through a STEM program (Correia & Baptista, 2022). Since there are few studies in the literature, further research on STEM and PCK needs to be developed (Hasanah, Riandi, Kaniawati, & Permanasari, 2022).…”

Section: Introductionmentioning

confidence: 99%

Examination of Pedagogical Content Knowledge of Pre-Service Primary School Teachers towards STEM

Sarı,

Duran

2023

J. Sci. Learn.

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This study examines the pedagogical content knowledge of pre-service primary school teachers towards STEM. The research's study group consists of 202 pre-service primary school teachers studying at the faculty of education of two universities in the 2021-2022 academic year. The mixed method was used in the study. The survey model was used in the quantitative dimension of the study, and the case study was used in the qualitative dimension. The study's data were collected using the "STEM Pedagogical Content Knowledge Scale" and the "semi-structured interview form" developed by the researcher. A statistics program was used to analyze quantitative data, and content analysis was used to analyze qualitative data. According to the quantitative results of the study, the pedagogical content knowledge of pre-service primary school teachers towards STEM did not show the difference in terms of the variables of graduated high school, science proficiency, and desire to receive STEM education. In addition, differences were observed between the gender and technology sub-dimension, grade level and science and mathematics sub-dimension, having STEM knowledge and science sub-dimension, STEM competence and mathematics sub-dimension. According to the qualitative results of the study, it was determined that pre-service primary school teachers' perspectives toward STEM education were positive. However, they considered themselves inadequate because they did not receive training.

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“…Teachers design learning by utilizing technology (technology knowledge). Hasanah et al, (2021) revealed that online TPD could be a good alternative to implementing teacher training programs. Involving technology in the TPD program can increase teachers' technology knowledge over time and pedagogical beliefs about scientific inquiry, and teachers show high interest in the TPD program (Lee et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

The Benefits of Teacher Professional Development (TPD) Program Based on Partnership, Technology, and Ethnoscience Approach to Improving the TPACK of Science Teachers

Kasi

Widodo

Samsudin

et al. 2022

Pedagonal : Jurnal Ilmiah Pendidikan

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This study aims to determine the benefits of the Teacher Professional Development (TPD) program based on the partnership, technology, and ethnoscience approach to improving the TPACK of science teachers. It was conducted for 3 months from September to November 2021. The subjects consisted of 28 science teachers in Nagekeo Regency spread over 6 districts. This study was conducted using 2 methods, online and offline. In the online method, teachers met via Zoom to analyze the concept of science in Nagekeo cultural activities, adjust the concept to basic competencies, and evaluate the results of learning implementation in the classroom. In the offline method, teachers met directly to, in group, design a culture-based science lesson plan, and 4 teachers mutually agreed to carry out direct learning in class using the designed lesson plan. The results of the pretest and posttest of science teacher knowledge on indicators in the TPACK components were analyzed. The results demonstrated a significant difference between the pretest and posttest results of the TPACK components. The pretest results showed an average value of 39.89 in the low category while the posttest results showed an average value of 88.24 in the high category. These results indicate that the TPD program based on the partnership, technology, and ethnoscience approach is useful in improving the TPACK of science teachers.

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Online Professional Development for Improving Teacher's STEM PCK Competence, Can It Be An Alternative? (An Evaluation Using the CIPP Model)

Cited by 3 publications

References 15 publications

Evaluation of the Effectiveness of the Process of Undergraduate Health and Physical Education Program by the CIPP Model

Evaluation of the Effectiveness of the Process of Undergraduate Health and Physical Education Program by the CIPP Model

Examination of Pedagogical Content Knowledge of Pre-Service Primary School Teachers towards STEM

The Benefits of Teacher Professional Development (TPD) Program Based on Partnership, Technology, and Ethnoscience Approach to Improving the TPACK of Science Teachers

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