Design Development of Inquiry-Based Teacher Training to Support Primary Teachers' Pedagogical Content Knowledge

摘要

In the effort to improve primary teachers' pedagogical content knowledge (PCK), this research aimed to develop inquiry-based teacher training model. The research participants were 31 elementary school teachers from 23 schools from 4 regencies (Tabalong, Balangan, East Barito, and Hulu Sungai Utara) in South Kalimantan. Samples were selected by using purposeful sampling method. This research was conducted by using qualitative approach with educational design research (EDR) model. The EDR model adopted design cycles consisted of four stage, such as: (1) preliminary research; (2) prototype step; (3) summative evaluation; (4) reflection and documentation systematically. Training model conducted consisted of three stages: (1) assessment preliminary stage (2) training stage; and (3) monitoring and evaluation. Training stage was consisted in two session: (1) motivational and leadership training, and (2) inquiry learning simulation with interactive demonstration inquiry model on prototype I and 5-stage level of inquiry model on prototype II. Based on findings obtained from opened questionnaires, it was found that inquiry model training can change teacher paradigm on the following: (1) role and function of teacher; (2) fun science learning; (3) creation of subject specific pedagogy (SSP); (4) inquiry-based learning; (5) science concept; and (6) learning process. Based on the result gain score, it was found that training through inquiry was quite effective to deliver training material. The mastery of science concept was indicated from the mean gain score in the end of training in cycle II that was categorized as high (0.53), significantly increased compare to cycle I score that was categorized as low (0,21). Based on the obtained result, the designed inquiry based teacher training model was considered feasible to be applied to support primary teacher's PCK.