Abstract
The Department of Education aimed to provide training that is both relevant and responsive to teachers' needs to enhance their effectiveness. This study was undertaken to assess the training needs of science teachers regarding content knowledge in science, serving as the foundation for a Comprehensive Learning and Development Plan. The respondents in this study comprised science teachers from both Elementary and Secondary levels within the Division of General Santos City, Philippines. The competencies tested were aligned with the grade levels the teachers instructed, adhering to the prescribed learning competencies for each grade level. The instrument underwent rigorous validation by Learning Resource Evaluators (LRE). The study's findings revealed a clear necessity to reinforce teachers' content knowledge in identified least mastered competencies within the four science domains: Matter, Living Things, Earth and Space, and Force and Energy, across all grade levels. As a result, it is recommended that these identified competencies serve as the foundation for the development of a Comprehensive Learning and Development Plan. This plan aims to equip teachers with the necessary knowledge and skills to enhance their instructional effectiveness and ultimately improve science education.
Author Information
Edilbert A. Reyes, Notre Dame of Dadiangas University, Philippines
Paper Information
Conference: ECE2023
Stream: Public Policy
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Reyes E. (2023) Teacher’s Needs Analysis on Content Knowledge in Science: Basis for a Comprehensive Learning and Development Plan ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.44
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.44
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