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

Abstract

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 problembased 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.

Science Teachers’ Understanding on Science Literacy and Integrated Science Learning: Lesson from Teachers Training

“…The prior information of teachers' perception has an important role in designing the training program. In line with Tapilouw et al (2017) who stated that the training program of science teachers need to be designed according to teachers' need and prior knowledge. The teacher's understanding of both concepts is shown in Table 2.…”

Problematic Internet Usage: Personality Traits, Gender, Age and Effect of Dispositional Hope Level

“…When all the results obtained after examining the findings are taken into consideration, it can be asserted that pre-service teacher candidates' understanding of PBL approach through experience is effective for them in reaching a level where they can use this approach in their professional lives. This idea is supported by the view that it is important to develop teaching materials appropriate to the problem-based learning approach in teacher education, as mentioned by most of the teachers who have participated in Tapilouw, Firman, Redjeki and Chandra (2017)'s studies.…”

A Systematic Review of Preservice Science Teachers’ Experience of Problem-Based Learning and Implementing It in the Classroom

“…This confusion may have arisen because PBL is a constructivist approach to learning, as the literature explored in this systematic review shows; educators promoting constructivist learning in their classrooms may simply present it as a PBL process without due attention to the problem design and implementation processes of PBL, which can be complex and timeconsuming. Tapilouw et al [32] concluded in their study that preservice science teachers have difficulties in implementing problem-based learning and suggested that problembased learning materials should be incorporated into the science-teacher-training program to reduce the obstacle. This aligns with the views of DeSimone [14], who suggests that teachers must engage in effective self-regulatory thinking and actions to address problems by selecting and evaluating critical and relevant resources to meet the needs of students as well as working collaboratively with other teachers in a PBL environment.…”