Science Teachers' Teaching Competencies and Their Training Experience in Classroom Pedagogical Approaches

An examination on the teachers' teaching competencies and their training experience to classroom pedagogical approaches was investigated. Specifically, it aimed to: determinethe teachers' competencies in the teaching of science; find out whether the training experience provided excellence in terms of student's performance, instructional decisions, instructional materials developed, and conduct of science investigatory project; and describe the teachers' reflective actions as evidence on their training experience. Descriptive survey research involving quantitative and qualitative methods were employed. The instruments made used of a questionnaire on teaching competencies, open-ended interview schedule, observations, documentary analysis and the teachers' reflective actions. Findings of the study revealed four key components namely: curriculum competencies, field competencies, emotional competencies, and research competencies. The identified competences are practices of the teachers' training which are a demonstrated task. Several reflective teachers' actions had positive effects on the pedagogical training experience for they were able to change their teaching methods and enhanced their teaching skills.

Keywords: Teaching competencies, pedagogy, training, reflective actions.