Competencies and readiness of science teachers: Implications to the implementation of the grade 10 of the K to 12 basic education curriculums

Abstract

This descriptive study investigated the competencies of six hundred and ten (610) teacher trainees from eight DepEd Divisions: Iloilo Province, Iloilo City, Guimaras, Passi City, Roxas City, Aklan, and Antique before and after a week-long live-in training and their readiness to implement Grade 10 Science. Teachers were trained on content subjects such as Earth and Space; Force, Motion and Energy; Matter; and Living Things and their environment; K -12 Updates, Pedagogy and Assessment. Data representing teachers’ competencies showed average competencies both in Force, Motion and Energy and in the Overall Content of the Program and low in Earth and Space; Living Things and their Environment; and in Matter before the training. After the training, this was also elevated to the average level with a slight increase in the mean scores in each area. The adequate increase in teachers’ competencies is confirmed by their substantial learning on various approaches and strategies in teaching especially on contextualization, localization or indigenization, and differentiated instruction; Science content and 21st Century skills; and the Goals, Features and Updates of the K to 12 Curriculum. These outcomes seem to suggest that the training was able to accomplish its desired goals and objectives. Teachers also gave the impression that they were likewise ready to implement Grade 10 Science. Accompanying this are their perceived challenges especially their lack of mastery of the content especially for the specialists and the perennial problem on scarcity of teaching and learning materials such as books, laboratory chemicals, and equipment. To these trepidations it is recommended that a follow-up intensive upgrading training both on content subjects and pedagogy be provided by the Department of Education for a longer period especially for non-major teachers. In addition, teachers can also work collaboratively to write lesson exemplars using strategies and assessment tools that can enhance students’ learning and appreciation of science. These outputs can also be tried out in time in the field under supervision. It is also suggested that the Department of Education may include as part of their agenda, the monitoring and evaluation of the different trainings which were implemented focusing on the K to 12 Science Curriculum. This can assess whether, the program have addressed constructively the educational needs in the province.