About this paper

Appears in:
Pages: 8168-8174
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.0476

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

IMPACT OF LONG TRAINING COURSE FOR SCIENCE TEACHERS ON THEIR DELIVERY SKILLS OF PRACTICAL SCIENCE

Z. Said1, M. Anwari2, H. Al-Shahrouri1, E. Adam1

1College of the North Atlantic (QATAR)
2Community College of Qatar (QATAR)
This paper reports on improving practical science delivery of school science after science teachers were enrolled in a long training course that focus on effective strategy in delivery of practical activities in alignment with science curriculum standards of the schools in the state of Qatar.

Training courses were designed to be content focus, long with multisession and coherent with curriculum standards. In every training session conducted at the end of the week, teachers were trained on practical activities on a specific topic from the curriculum, selected to be in line with the academic plan provided by Ministry of Education and Higher Education, then they perform the same activities at their classes in the week to follow. In the subsequent training session, teachers reflect and discuss feedback with their trainers and colleagues. Evaluation of the program is based on both teachers’ performance and students’ achievement and attitudes toward science before and after training.

47 science teachers from 22 schools participated in these courses. The program was designed to train grades 4, 8 and 11 science teachers. Teachers were observed at their schools by trained science specialists before and after training, to assess their gained skills. The evaluation was based on a standard 4-point scale rubric which consists of 19 items that included different aspects, such as activity alignment to curriculum, real life application, understanding of principles and concepts, students’ engagement, classroom discourse, technology, feedback, experiment design, time management, safety consideration, feedback and assessment of skills and learning. The scored points of items were then summed and converted into percentages. The progress in teachers’ skills in this part of the program is the most significant progress achieved. The average percentage by primary school teachers increased from 65% before training to 83% after training. For preparatory school teachers the score increased from 52% to 87%. Secondary school teachers were observed after training and compared with control group of teachers the 24 teachers’ average score was 75% compared to the average of 61% of control group teachers. Generally male teachers outperform female teachers in chemistry and physics while female teachers outperform males in biology part.
@InProceedings{SAID2018IMP,
author = {Said, Z. and Anwari, M. and Al-Shahrouri, H. and Adam, E.},
title = {IMPACT OF LONG TRAINING COURSE FOR SCIENCE TEACHERS ON THEIR DELIVERY SKILLS OF PRACTICAL SCIENCE},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.0476},
url = {http://dx.doi.org/10.21125/iceri.2018.0476},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {8168-8174}}
TY - CONF
AU - Z. Said AU - M. Anwari AU - H. Al-Shahrouri AU - E. Adam
TI - IMPACT OF LONG TRAINING COURSE FOR SCIENCE TEACHERS ON THEIR DELIVERY SKILLS OF PRACTICAL SCIENCE
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.0476
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 8168
EP - 8174
ER -
Z. Said, M. Anwari, H. Al-Shahrouri, E. Adam (2018) IMPACT OF LONG TRAINING COURSE FOR SCIENCE TEACHERS ON THEIR DELIVERY SKILLS OF PRACTICAL SCIENCE, ICERI2018 Proceedings, pp. 8168-8174.
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