scholarly journals A Study on the Change of the Awareness of Teachers who participated in Social Constructionism Science Teacher Training program and Their Subsequent Teaching Practice

2015 ◽  
Vol 35 (6) ◽  
pp. 939-947
Author(s):  
Jong Lye Kang ◽  
Jung-Eun Kim ◽  
Sung-Hye Paik
Keyword(s):  
Teacher Training ◽  
Science Teacher ◽  
Training Program ◽  
Social Constructionism ◽  
Teaching Practice ◽  
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>

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

scholarly journals INSIGHTS INTO INNOVATION OF INITIAL SCIENCE TEACHER TRAINING

2012 ◽  
Vol 45 (1) ◽  
pp. 10-18
Author(s):  
Petr Emanovský ◽  
Bronislava Štěpánková
Keyword(s):  
Teacher Training ◽  
Science Teacher ◽  
Science Teachers ◽  
Teaching Practice ◽  
Study Programme ◽  
Study Programs ◽  
Professional Science ◽  
The Difference ◽  
Science Teacher Training

The quality of science education is a very contemporary didactic topic at present. Improving the quality of this education is unthinkable without a quality science teacher training at universities and other educational institutions. Some innovation of contents and organization of the study programme for future science teachers was realized within the ESF project "Professional science teacher training for careers in a competitive environment" at Faculty of Science of Palacký University in Olomouc, Czech Republic. The project focuses on improving the training of teachers of all science branches in connection with the growing needs of the current competitive labour market. One of the main aims of the project leading to this improvement was the creation of new and innovated subjects oriented to teaching practice. A research focused on finding benefits of the new subjects for students was realized within the project. The objective of the research was to investigate the difference between students’ expectations and real benefits of the subjects. The research results were very useful as a feedback for a subsequent modification of the study programs. Some particular examples of the process and results of the research are described in the paper. Key words: initial teacher training, science subjects, innovation, evaluation.

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