Model for an inservice science teacher training program

1978 ◽  
Vol 62 (1) ◽  
pp. 47-52 ◽  
Author(s):  
James R. Okey ◽  
Gerald D. Bailey ◽  
Robert K. James
Keyword(s):  
Teacher Training ◽  
Science Teacher ◽  
Training Program ◽  
Teacher Training Program ◽  
Science Teacher Training

Mathematics and science teacher training program improves inquiry practices for teachers

2020 ◽  
Vol 120 (8) ◽  
pp. 443-455
Author(s):  
Jennifer D. Cribbs ◽  
Martha Day ◽  
Lisa Duffin ◽  
Kimberly Cowley
Keyword(s):  
Teacher Training ◽  
Science Teacher ◽  
Training Program ◽  
Teacher Training Program ◽  
Inquiry Practices ◽  
Science Teacher Training ◽  
Mathematics And Science

scholarly journals The Importance of Training Needs’ Questionnaire in order to Arrange Science Teacher Training Program

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
M. C. Tapilouw ◽  
H. Firman ◽  
S. Redjeki ◽  
D. T. Chandra
Keyword(s):  
Teacher Training ◽  
Science Teacher ◽  
Training Program ◽  
Junior High School ◽  
Problem Based Learning ◽  
Training Needs ◽  
Integrated Science ◽  
Teacher Training Program ◽  
Thematic Approach ◽  
Science Teacher Training

<p>An ideal teacher training program is by participant’s need. The major aim of this study is getting information about science teacher’s perception and needs in their professional’s life as a science teacher in Junior High School. The main idea of teacher training is to strengthen the integrated science of Natural Science concepts and problem-based learning. Data is gathered by spreading training needs questionnaire to 20 science teachers under an education foundation in Bandung. The questionnaire consists of six main parts which are teacher’s profile, teacher’s training, integrated science, problem-based learning, environmental problem and lesson preparation. The result of the training needs questionnaire is used as a basic of Science Teacher Training Program’s Arrangement. There are four significant findings in training needs questionnaire. The first finding, the method of training is important. Most of the participant choose discussion method with sharing. The second finding, webbed model/ thematic approach in integrated science is unfamiliar for the participant. Therefore, the thematic approach can be a potential material for teacher training program. The third finding, 70% participants find obstacles in problem-based learning. This finding shows that the need to put problem-based learning material in teacher training program. The fourth finding, 65% participant, express opinions that material about lesson preparation is critical in teacher training. Based on the explanation above, we can conclude that training program for science teacher needs to be arranged according to teacher needs. So, the training program should use discussion method with sharing. Material about the thematic approach, problem-based learning and learning preparation are very potential to put into a training program for Junior High School science teacher.</p>

Sign in / Sign up

Export Citation Format

Share Document