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A workshop on making Google Form-based learning evaluation questions for teachers at the Elementary School of Nusa Indah, Dangdeur Village, Subang District, West Java Province, was held successfully on December 5, 2020. This workshop aims to assist elementary school teachers in providing interesting online learning evaluations (not monotonous learning); this happens because so far, the assignment for evaluation purposes has only been carried out through the chat method (WhatsApp group), where the problem found is the teacher has difficulty recapitulating the student's assignments result. Later, the students get bored quickly because there is no variation in online evaluations, and parents have difficulty understanding the questions photographed by the teacher. Five teachers attended the training, carried out textually on the WhatsApp group. The implementation of this workshop runs smoothly, as expected. Therefore, the goals can be achieved in terms of teachers, students, and parents’ perspectives. The teacher can create simple questions on Google form. To implement this workshop, long-distance learning barriers in the Elementary School of Nusa Indah, especially related to assignments/online evaluation, can be overcome.

Background: Statistical graphs are widely used in society and are important in presenting data related to different topics. Statistics education aims improve the teaching and learning of statistics, which include the approaches to statistics graphs. Objectives: This article analyses the construction of statistical graphs by in-service teachers and their reasons for choosing these graphs. Design: It was conducted an empirical study from a qualitative perspective which investigated teachers’ choices and constructions of statistical graphs. Setting and Participants: The participants were 22 primary school teachers from public schools located in Recife Metropolitan Area, Brazil. They expressed their intention to be interviewed when they responded to a questionnaire applied among a larger number of teachers. Data collection and analysis: The interviews were composed of two tasks comprised of statistical data in which participants had to choose a type of graph, justify the choice, and construct a graph of a chosen type. It was carried out a content analysis of speech protocols. Results: The reasons for participants’ choices seemed to be related to their familiarity with the type of graph, and they constructed graphs with high levels of complexity. Conclusions: The results of this study emphasised the importance of primary school teachers developing specific knowledge about graphs through pre-service and in-service elementary school teacher education. The results from this research study offer new questions concerning the construction and the choice for statistical graphs, which include the influence of new technologies and the use of textbooks.

Critical thinking is very important in the area of education, because it is an essential tool for solving problems and making good decisions. Through applying critical thinking in learning, students can become creative in discovering the best method of learning and organizing their work. Therefore, critical thinking is not an educational choice and all learners should be taught to think critically. The primary objective of this paper is to study whether teaching experience played a role in teachers’ level of use of critical thinking. The quantitative method was used. The respondents of the study were Moroccan English high school teachers. A questionnaire was used to collect data from teachers. Both the online version and the paper-based version of the questionnaire were used to gather data from the participants. A total of 423 questionnaire were collected from the respondents. The Statistical Package for Social Sciences (SPSS) version 19 was used to analyze the data. The findings reveal that teaching experience significantly impacts teachers’ level of use of critical thinking. This suggests that there is a connection between teachers’ effectiveness and years of experience.

This exploratory study investigated higher education student experiences on the effects and limitations of mobile inquiry-based and inquiry-based science learning applications. A total of 80 pre-service science and elementary school teachers from a public university in Turkey were recruited in the study using availability sampling. Participants were randomly assigned to one of two groups; one group participated in face-to-face inquiry-based learning (IBL) and the other participated in mobile inquiry-based learning (m-IBL). Data were collected using semi-structured interviews after 6 weeks of inquiry. Three main categories arose from the data analysis: the effects of m-IBL and IBL applications, problems encountered in the applications, and attitudes toward the application process. It was found that both IBL and m-IBL activities contributed to the meaningful learning of the science subjects, an understanding of scientific research, and the development of thinking skills, such as scientific process skills and problem-solving.

This community service activity is intended to provide knowledge updates to Building Engineering Vocational High School teachers regarding the operation of the Tekla Structures BIM, where Tekla Structures is one of the tools of BIM, especially 3D drawings, detailing and material quantity. The method used is to analyze the needs of partners, lectures, discussions, and demonstrations. The participants of the activity, apart from the Building Vocational High School teachers in Banyumas, were also attended by representatives of several Subject Course Teacher Conferences (MGMP) throughout Central Java. Based on the evaluation of the activities, as many as 88.7% of participants had understood the concept of BIM after participating in this activity, participants welcomed and enthusiastically related to the development of learning by always following technological developments, especially in the construction sector.

When there is no selection procedure, the introduction of other cultures as a result of globalization has the potential to diminish the culture of local populations. When a country has a good character basis, the selection process should be carried out. As a reference for education in Indonesia, the 2013 curriculum emphasizes eighteen characteristics derived from native wisdom that must be incorporated into the teaching - learning activities. The present research aims to examine primary school teachers' perspectives on incorporating a Balinese local value known as Tri Hita Karana into character education instruction. It's a survey research that included 94 primary school teachers. The findings indicate that elementary school teachers in Buleleng, Bali are conscious of the importance of incorporating Tri Hita Karana values into learning process; they trust that Tri Hita Karana idea is really in line with character education values, and that incorporating Tri Hita Karana values into the teaching - learning activities will enhance students' personality and national pride.

The research problem lies in the following questions: What is the nature of the correlation between social communication skills and self-transcendence among middle school teachers, and does this relationship differ according to gender? Therefore, the current research aims to identify: 1-The social communication skills of middle school teachers. 2- Self-transcendence among middle school teachers. 3- The relationship between social communication skills and self- transcendence among middle school teachers 4 - The difference in the relationship between social communication skills and self-transcendence among middle school teachers according to the gender variable (male - female).For the purpose of verifying this, the scale of social communication skills prepared by Al-Samadoni and built according to the Reggio model, which includes (32) items, as well as the scale of self-transcendence prepared by Abdel Wahab, which includes (57) items, was used. The two scales were applied to a sample of (120) chosen by the random cluster method ,The results of the research showed that the social communication skills of middle school teachers were respectively social control, social expression and social sensitivity. As for self transcendence, it appeared that they enjoy a high level of self-transcendence, and that there is a statistically significant relationship between social communication skills and self-transcendence, and there are no differences in the relationship Between social communication skills and self-transcendence can be traced back to the gender variable, and in light of these results, the current research reached a set of recommendations and suggestions. Keywords: Social Communication Skills, Self-Transcendence, Middle School Teachers.

The study aims to define EFL language assessment literacy among Jordanian EFL secondary school teachers. The study sample consisted of (214) EFL teachers at Irbid Governorate selected using random sampling method. To achieve the study objectives, a questionnaire consisted of (36) items was distributed on the study sample. The study showed that knowledge level of language assessment among Jordanian EFL teachers was low. The study revealed statistically significant differences in the knowledge level of language assessment among Jordanian EFL teachers due to years of experience, in favor of more than 10 years and due to qualification, in favor of PhD, while there were no statistically significant differences in light of gender. In light of the results the study suggests to pay more attention by university administrations to design training programs able to fulfill the actual needs of EFL pre-service teachers in Jordan. Keywords: Assessment Literacy, EFL Language.

This study aims to find a model of strengthening technological literacy in junior high schools. This study used descriptive qualitative method. Data were collected through observation and interviews with teachers in junior high schools in the Bogor city area. This study found a model of strengthening technological literacy. This model includes elements of communication and collaboration in the form of active participation in learning and research activities. It consists of components of individual competence in the form of usage skills, critical understanding, and communicative abilities. This research contributes to the model of strengthening technological literacy for junior high school teachers in the Bogor City area.

Inquiry-based learning remains both an important goal and challenge for primary school teachers within and across different subjects, such as history and science. By addressing primary school teachers, for the first time, as both learners who deal with controversial topics and teachers who have significant teaching experience, this study aims to unravel the interplay between teachers’ topic-specific epistemic beliefs and their conceptions of inquiry-based learning in history and science. Fifteen primary school teachers from Greece participated in this exploratory study through scenario-based semi-structured interviews. Data were analysed through a qualitative content analysis by applying both deductive and inductive approaches. The results of this study revealed the complex nature of teachers’ epistemic beliefs and the necessity of using a nuanced approach to elicit their epistemic belief patterns in the context of working on a task. Further, this study revealed an overview of teachers’ conceptions of inquiry-based learning in both history and science, by giving voice to teachers’ thoughts and reasoning. But most importantly, the interplay between the two constructs was unravelled, indicating a complex connection between teachers’ epistemic belief patterns and their conceptions of inquiry-based learning. Overall, it could be argued that the more availing the teachers’ epistemic beliefs, the more thoroughly they conceive inquiry-based learning. Similarities and differences between history and science were also detected. Theoretical, empirical, and educational implications are discussed in an attempt to support primary school teachers involve themselves, and then their students, in an active process of knowing by applying helpful epistemic criteria.

Research carried out as part of the research project, PID2019-105601GB-I00/AEI/10.13039/5011 00011033, with support from the FQM-126 Research Group (Junta de Andalucia, Spain)., In order to foster the learning of mathematics, the teacher must be able to analyse and assess the students’ mathematical activity. The explicit recognition of objects and processes involved in mathematical practices is a competence that the teacher should develop. This cognitive analysis competence allows the teacher to understand the processes of mathematical learning, to foresee conflicts of meanings and to establish different possibilities for institutionalising the mathematical knowledge involved. In this article we present the results of the evaluation phase of a training intervention with eighty-eight prospective primary school teachers, which aims to promote and assess the competence for the cognitive analysis of students’ solutions to proportionality tasks. To this end, we proposed the prospective teachers to interpret different students’ solution strategies for a problem, recognise the mathematical elements (languages, concepts, propositions, procedures and arguments) put at stake in each strategy, and to analyse the algebraic character of the mathematical practices involved in them. The results reveal the prospective teachers’ limitations for the analysis and assessment of non-usual resolution strategies, the identification of key mathematical objects and the discrimination of arithmetic and algebraic activity in the students’ solutions. The improvement of the results requires the following actions: to allow prospective teachers to become acquainted with different forms of reasoning that can be applied in proportionality situations, delve more deeply into the algebraic character of mathematical activity, and extend the number and variety of situation problems that prospective teachers can analyse and discuss., Um das Erlernen von Mathematik zu fördern, müssen Lehrkräfte in der Lage sein, die mathematischen Aktivitäten ihrer Schülerinnen und Schüler zu analysieren und zu bewerten. Das explizite Erkennen von Objekten und Prozessen, die an mathematischen Praktiken beteiligt sind, ist eine Kompetenz, die Lehrkräfte entwickeln sollten. Diese kognitive Analysekompetenz ermöglicht es Lehrkräften, Prozesse des mathematischen Lernens zu verstehen, Bedeutungskonflikte vorauszusehen und verschiedene Möglichkeiten zur Verfestigung mathematischen Wissens zu finden. In diesem Artikel stellen wir die Ergebnisse der Evaluationsphase einer Fortbildungsmaßnahme mit 88 angehenden Grundschullehrkräften vor, die darauf abzielt, die Kompetenz zur kognitiven Analyse von Schülerlösungen zu Proportionalitätsaufgaben zu fördern und zu bewerten. Zu diesem Zweck sollten angehende Lehrkräfte verschiedene Lösungsstrategien von Schülerinnen und Schülern für eine Aufgabe interpretieren, die mathematischen Elemente (Sprache, Konzepte, Sätze, Verfahren und Argumente) erkennen, die in den verwendeten Strategien zum Tragen kamen, und den algebraischen Charakter der beinhalteten mathematischen Praktiken analysieren. Die Ergebnisse zeigen die Grenzen der angehenden Lehrkräfte bei der Analyse und Bewertung unüblicher Lösungsstrategien, der Identifizierung wichtiger mathematischer Objekte und der Unterscheidung von arithmetischen und algebraischen Aktivitäten in den Schülerlösungen auf. Zur Verbesserung der Ergebnisse sind folgende Maßnahmen erforderlich: Die angehenden Lehrkräfte sollten verschiedene Formen der Argumentation kennenlernen, die in Proportionalitätssituationen angewandt werden können, den algebraischen Charakter der mathematischen Aktivität vertiefen und die Anzahl und Vielfalt der Situationsprobleme, die die angehenden Lehrkräfte analysieren und diskutieren können, erweitern., Junta de Andalucia PID2019-105601GB-I00/AEI/10.13039/5011 00011033

The purpose of this study was to determine secondary school students' self-confidence in terms of cognitive style. The dependent variable was self-confidence and independent factors were gender and cognitive styles. The study used a descriptive survey and the sample consisted of 400 students in grade 11. Data was collected using the Cognitive Style Inventory and the Self-confidence Inventory and was analyzed using a two-way ANOVA. Data were analyzed using Two Way ANOVA with a 52-factorial design. The most important influence of cognitive style and gender on secondary school pupils' self-confidence was shown to be substantial. The double interaction impact of cognitive style and gender on secondary school students' self-confidence was discovered to be substantial. School teachers should organize classes by employing active teaching strategies, suitable teaching tactics, and aiding students in developing academic self-confidence. Lectures, workshops, and seminars should be provided to students who are falling behind owing to poor cognitive style selection.

This research work investigated the attitude of Secondary School Teachers in the Ijero Local Government Area of Ekiti State, Nigeria towards Physical fitness for sports. The research design used for the study was the descriptive type of research. A simple random sampling technique was used to select two hundred (200) secondary school teachers selected from all the secondary schools in Secondary Schools in Ijero Local Government Area of Ekiti State, Nigeria. The instrument for data collection for the study was a self-structured questionnaire. The instrument was subjected to a validity and reliability mechanism and it was found to be appropriate for the study. Four (4) research questions were raised and tested at 0.05 level of significance. The data collected were analysed using Chi-Square (X2) statistical analysis package. The findings of the study revealed that the disposition of secondary school teachers’ influences their attitude towards physical fitness programme and sports activities, the interest of secondary school teachers’ influences their attitude towards physical fitness programme and sports activities, availability of sports facilities influence the attitude of secondary school teachers’ toward physical fitness programme and sports activities and, secondary school teachers’ perception of health benefits of physical fitness influences their attitude towards physical fitness participation and sports activities in secondary schools in Ijero Local Government Area of Ekiti State, Nigeria. Based on the findings, appropriate conclusions and recommendations were made.

The digitalization of the education system imposes certain circumstances not only on the organization of the educational process and the training of specialists in demand in the modern world, but also on the skills of a teacher in the field of information and communication technologies. Within the framework of this article, an analysis of Russian and foreign approaches to defining a set of digital competencies necessary for a modern teacher of higher education is carried out. The purpose of this study is to determine an objective diagnostic toolkit for identifying the level of digital competencies among teachers of higher institutions. Based on the analysis of Russian and foreign experience in the development of digital competence among teachers, including a higher education teacher, an internal questionnaire was developed to assess the level of formation of the necessary digital skills. Data collection was carried out through an online survey of teachers using a structured questionnaire. A survey of university teachers was conducted in order to identify the readiness to use digital technologies in the educational process. The data obtained during the survey made it possible to obtain objective information about the level of formation of digital competencies among teachers and their readiness to use digital tools and technologies in the educational process. University teachers have demonstrated high results in such competencies as the use of digital solutions for effective communication of students on academic assignments; creating your own digital resources; creation and modification of digital educational materials, inclusion of students in group work using the Internet, including online services for joint project activities; taking into account the individual characteristics and needs of students in the educational process; exchange of ideas and materials with colleagues from other educational organizations, including through cloud systems, advanced training through online training.

This paper investigates the level of standard Albanian use by primary school teachers for grades 1-5 in Kosovo as well as in the cities of Presheva and Bujanoc in Serbia. This paper investigates concrete situations and problems of standard Albanian and other varieties use in school. The research was conducted with a total number of 66 teachers in the form of a questionnaire and test on concrete problems of standard Albanian spelling norm. In order to have an example of a fourdimensional space, information on sociolinguistic factors, such as: work experience, region of origin, education, and gender of respondents were collected intentionally as important dimensions for a language. The research is of a descriptive nature and does not intend to provide assessments of a prescriptive nature nor take a stance on the investigated cases. Instead, in a more complete way, through the survey corpus, it intends to process the data statistically and present the current situation of standard Albanian use in its written form by primary school teachers. According to the research results, standard Albanian is not well mastered by the primary school teachers in Kosovo. However, based on the research results, in school we have a diglossic situation of different varieties use: standard Albanian, literary Gheg, dialectical (local) Gheg, which coexist depending on the situations of formal and informal communication that can occur in school, although in this domain of formal communication it is the high variety that is intended to be used.

The COVID-19 crisis affected the world globally in 2020 and caused school clo-sure around the world, which promptly embraced online learning and raised ethi-cal awareness for teachers and students. Online learning that is based on continu-ously gaining relevance in educational institutions, is challenged by lack of doc-umented ethics that maintain rights and encourage applying online learning. Un-fortunately, online learning ethics are still obscure at this moment. This study aims to propose online code of ethics for Palestinian schools. Applying the mixed methods approach: A focus group with teachers and a questionnaire that was built to explore the teachers’ degree of agreement on the proposed online learning ethics. The code was finally being evaluated by online learning experts who have extensive expertise in the field. Results revealed principles of online learning eth-ics that were highly accepted by school teachers. The researchers recommended conducting future research on the impact of this code on learning and teaching.

Teaching as a profession has gained nobility and respect for its service to society. The application, dedication and selfless devotion of school teachers in Afghanistan to their line of work has received accolades from all quarters. Even so, it is an undeniable fact that the tedious and repetitious everyday classroom activity, lack of positive initiatives from the government and low salaries are responsible for the adverse impact on teacher’s mental health, decreasing job satisfaction levels, burnout and a major cause for their regular absenteeism. Additionally, stress due to immense work pressure affects their performance in the classroom and raises doubts about their professionalism. This also impacts the enthusiasm and interest of the students in a negative manner. It is, therefore, an immensely important issue that needs to be addressed by taking a holistic approach by analysing the cause and effect of the various factors that lead to teacher’s feeling uninspired and demotivated, be it professional or personal. It is the need of the hour to chart out programs that get educators - primary to high school - acquainted with modern pedagogies through proper training and get them enthused with policies that keep their flame of motivation burning.

Based on the immense importance of technology acceptance among the teachers and its vital role in education, the current study aims to bridge the theoretical gap by investigating the association between the school teachers' perception of facilitation learning environment and learning through experimentation among senior school teachers in Indonesia. Data was collected from the senior school teachers of Indonesia using a cross-sectional field survey. The final dataset of 163 respondents was then analyzed using SmartPls3 to test the measurement and structural models. Results revealed that the external variables like facilitation learning environment and learning through experimentation were positively associated with the perceived usefulness, perceived ease of use, and actual use of the educational technology among the senior school teachers. This study provided insights that the technology supportive learning through experimentation gives a feeling of comfort and ease to teachers, further leading towards the actual usage of modern technology in classroom settings.

The study examined the criterions that school principals used to evaluate the effectiveness of the use of distance learning tools in the COVID-19 pandemic by school teachers. Six school administrators were interviewed regarding their evaluation of the technological tools used by the teachers in distance. The constant comparative method was used to analyze the interview data. The study results indicated ten criterions that served the principals in their evaluation:(1) Availability of the technological tool in students’ hands, (2) The teacher's ability to handle the tool used, (3) The fit of the used tool to the specific content, (4) The fit of the used tool to the curriculum objectives, (5) Planning the use of the tool in the classroom, (6) Use of technological tools for interactive communication in the classroom, (7)Use of technological tools to stimulate, attract and engage students in distance learning, (8) Use of technological tools to achieve quality education, (9) Use of technological tools to manage students' behavior in distance learning, and (10) Using mobile tools to encourage students’ engagement in distance learning. More research is needed to study school principals’ behavior regarding E-learning especially in emergency education.

The implementation of the Continuous Professional Development (PKB) program in improving the quality of primary school teachers in Garut Regency, West Java Province, Indonesia, has not been effective. The research objectives are: (1) to find out the existing PKB program planning carried out by elementary school teachers. (2) to find out the results and impact of the implementation of the PKB program on elementary school teachers, (3) to find a hypothetical model of PKB activities that is more effective for elementary school teachers. The method used is a qualitative method with a case study approach. Data were obtained through observation, observation, interviews and review of documents with research participants as many as 3 elementary schools representing 3 teacher working groups (KKG). Furthermore, the data were analyzed through transcription, data organization, recognition, coding and triingualization.The results of the study found that the Continuing Professional Development (PKB) program for elementary school teachers had not been effective in terms of planning, implementing, evaluating, organizing, and planning follow-up aspects. The resulting impact is only in the aspect of teacher self-development which has increased, while the teacher research culture is still low. To overcome this gap, the researcher offers a hypothetical model of School-Based Continuous Professional Development (PKB) as an alternative model to support the implementation of the existing KKG (Teacher Working Group)-based PKB.Keywords: Teacher, CPD (Continous Professional Development), School Based

The study examined the effects of a coaching intervention on teachers’ ability to implement academically responsive instruction through flexible instructional arrangements in self-contained classrooms for students who are deaf and hard of hearing, as well as the impact of instructional arrangements on students’ academic engagement. Using a changing criterion design replicated across teachers, three-teacher participants with diverse backgrounds received differentiated coaching to implement flexible instructional arrangements. Results showed that coaching had an impact on all three teachers’ implementation of flexible instructional arrangements. Concomitantly, students increased their active engagement and decreased passive engagement when they spent less time in whole class and more time in small group and child-managed arrangements. Teachers maintained the use of flexible instructional arrangements and students continued to be more actively engaged than pre-intervention. Limitations and implications for practice and research are discussed.

This study aims to describe the impact of online mentoring activities in implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the competence of elementary school teachers in training students’ critical thinking skills. The method was a pre-experiment with a one-group pretest-posttest design involving 25 elementary school teachers in Indonesia. The teachers received online mentoring in implementing RADEC learning model. The research instrument was a questionnaire to measure teachers’ knowledge and skills in training critical thinking. The data processing technique was carried out by calculating the mean and the percentage of each item to obtain a description of the teachers’ knowledge and skills in training students’ critical thinking before and after treatment. The data were analyzed inferentially with a paired sample t-test using SPSS version 22 software to see the impact of the treatment on teachers’ competence in training critical thinking. Based on the results of the paired-sample t-test, for both the knowledge and skills aspects, the probability value (sig) was 0.00

The government has issued various policies to stop the spread of COVID-19. One of them is online learning (on the network) which is carried out by almost all levels of education in Indonesia. Learning models are developed based online (e-learning). Nevertheless, on the other hand, the implementation of online learning experiences obstacles such as teachers' lack of knowledge and skills in managing to learn online. This community service aims to improve the abilities and skills of elementary school teachers in using e-learning applications based on Google Classroom in helping the online learning process during the pandemic. The target of this activity is the Gegunung Village Elementary School teachers. Execution method using lectures, practicum, and question and answer. Training participants are given an understanding concept about distance learning media or online and practising use of the Google Classrooms application. The results of this activity include training participants very enthusiastic about participating in the training. The Gegunung Village Elementary School teacher can understand the use of google classroom with an indicator that the teacher can create online learning. The Gegunung Village Elementary School teachers have operated the application Google Classroom as an alternative medium. However, assistance still needs to be done until the teacher understands and uses Google Classroom as an online learning medium during the COVID-19 pandemic.

Organizational justice is about fairness at the workplace. It is essential to enhance performance and success of every organization. The study was conducted to validate Organizational Justice Scale (OJS) in Punjab, Pakistani public school context developed by Neihoff and Moorman (1993). Sample size consisted of 400 randomly selected public school teachers. This study was based upon quantitative approach and cross- sectional survey design was applied in data collection. The data was collected personally from teachers. Factors analysis techniques EFA and CFA were applied to confirm dimensionality, validity and reliability of Organizational Justice Scale (OJS) in schools of Pakistani context. Results are in support of three dimensional model (distributive, procedural & interactional justice) and generalizability of this scale. Furthermore, the results also established adequate reliability and validity (convergent and discriminant validity) of OJS. Further studies can be conducted to further validate the OJS through different types of data analysis software and techniques. In addition, this scale would be useful for measurement of the organizational justice among teachers in schools.

The present research aims to identify the depth of reflection attained by primary school teachers through the Critical Incident Technique (CIT) according to the categorisation of Lee (2005) and spe...

This article tells about the updated educational program, which gave a breakthrough in the field of education in our country, as an education system in a new format. That is, the article provides a brief description of the types of work performed in this area. In accordance with the research methodology, each historical period of the main mission of general education is described. Further it is told about the principles of Kazakh scientists, which today in the educational process is widely called them the core of this system. In addition, the results of an open questionnaire obtained from secondary school teachers are presented, based on the "Opinions of secondary school teachers on the updated education system" and a diagram is constructed based on the data obtained. The article summarizes the steps that will be taken as a continuation of this program to find their place as learners in the international educational arena.

To meet the demands of the Next Generation Science Standards (NGSS), teachers need to reconsider their current instructional practices, shifting from learning about scientific ideas to making sense...

This research aims at determining the differences in the increase of conceptual mastery of the matter and its changes between students who study with the Predict-Observe-Explain Strategy assisted by Conceptual Change Text (POE-ACCT) and students who study with the Expository Strategy. This study involved 63 students who were divided into 2 groups, a control group (33 students) and an experiment (30 students). The research instrument is in the form of a five-tier diagnostic test. The instrument has gone through an expert and empirical validation process. The data obtained were analyzed with descriptive and inferential statistics. The results showed a significant increase in the conceptual mastery of the experimental group (N-gain = 0.26) and in the control group (N-gain = 0.06), which were significant (p < .05). The POE-ACCT strategy was found more beneficial compared to the Expository Strategy in increasing the conceptual mastery of the prospective elementary school teachers. Although the POE-ACCT strategy provided an increase in the conceptual mastery, an increase of 0.26 was categorized in a low category and this indicated the need for improvement of the strategy.

This study aimed at assessing and describing the environmental literacy (EL) of Philippine elementary and high school teachers assigned in Manila and Nueva Ecija province through determining their background profiles, knowledge, competencies, dispositions, and environmental responsible behavior. Through mixed methods using explanatory sequential design anchored on the theory of Hollweg et al., the teachers’ readiness and capacity in terms of imparting their EL to students as well as their teachings of environmental education (EE) were investigated. Quantitatively, results revealed that both elementary and high school teachers’ environmental knowledge and competencies are below par. This was supported by the qualitative data, which revealed knowledge deficit, and narrow and shallow understanding of common concepts of EE among the respondents. Thus, elementary and high school teachers in the surveyed area could be categorized as nominally literate or environmentally aware teachers. Improving teachers’ EE and EL through readiness and capacity building activities could be achieved by providing trainings and seminars on developing their environmental knowledge and competencies; and actually involving them in school or community environmental programs.