TRAINING PROGRAM FOR MOBILE TEACHERS IN TEACHING SCIENCE

Abstract

The study used a systematic process of instructional design to achieve the different phases in the development of a training program for mobile teachers. The sequential explanatory mixed method of research design and ADDIE model were employed in the development of a training program for Mobile teachers. The five phases of the ADDIE model were used to represent a flexible guideline for building and designing an effective training program. This study looked into the profile of the mobile teachers, the instructional strategies they are familiar with, and the teacher’s confidence in the use of inquiry-based learning as a basis for a training program in teaching science for the alternative learning system. There are more male than female mobile teachers in the Schools Division of Pampanga. The Mobile teachers were moderately familiar with the different inquiry-based learning teaching strategies. The mobile teachers had a high level of confidence. However, the confidence of the teachers does translate to the self-efficacy of the learners on the activities used in inquirybased learning. The correlation between the profile of the mobile teachers and the instructional strategies and confidence in inquiry-based learning showed no statistical significance. More than half of the mobile teachers have not received training related to teaching science. A training program based on the needs assessment of the mobile teachers was developed proposed, assessed, implemented and evaluated as an intervention to the training needs of the mobile teachers. Over all the training program was satisfactory to both experts and participants. This study emphasizes the importance of giving careful thought to the design and enhancement of a training program in order to benefit teachers and students. The findings of this study revealed that the mobile teachers need more support in terms of professional development and training