In-Service Professional Development on Supporting Elementary Teachers’ Pedagogical Content Knowledge and Efficacy through Inquiry-Based Teacher Training

This study was conducted to ascertain the role of inquiry in supporting teachers’ pedagogical content knowledge (PCK) and efficacy based on the In-Service Profesional Development (INSEP) findings. INSEP program has been conducted by Kelas Lentera Kuark in East Sumba Regency, East Nusa Tenggara Province. This program was conducted from January to July of 2016 within three stages such as: (1) Preliminary assessment (2) Teacher training (consist of two sessions: Motivational and leadership training, and Inquiry-Based Teacher Training); (3) Monitoring and Evaluation. This study was conducted using the qualitative approach of multiple cases study. The data were obtained from multiple sources and analyzed through the approach of constant comparative method. The findings show that inquiry plays an important role in constructing teachers’ PCK and efficacy. Inquiry does not only serves as an instructional teaching but also it develops their paradigm to understand more about Nature of Science thus they have the ability to develop PCK that can bring a direct impact to their efficacy.

Abstract licence: CC BY

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