DECODE-based STEM workshop in improving academic resilience and teaching competency of pre-service teachers
Rajasekaran 1 , P S Sreedevi 1 * , Chun-Yen Chang 2 3
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1 Department of Education, The Gandhigram Rural Institute-DTBU, Gandhigram, Dindigul, Tamil Nadu, INDIA2 Science Education Center, Graduate Institute of Science Education and the Department of Earth Sciences, National Taiwan Normal University, Taipei City, TAIWAN3 Department of Biology, Universitas Negeri Malang, INDONESIA* Corresponding Author

Abstract

This study examines DECODE model and academic resilience to improve pre-service teachers’ (PSTs) teaching abilities. Effective teaching in the changing context of education requires pedagogical skills and problem-solving. Teacher resilience is becoming more important to adapt and succeed in adversity. Development, inquiry, cooperation, observation, debate, and assessment make DECODE model a revolutionary teaching method. This study examines how DECODE adoption and academic resilience affect PSTs’ progress to influence teacher preparation and training. DECODE paradigm, instructional competence, and academic resilience are contextualized in this literature review. STEM-based workshop for 97 PSTs from various academic levels. Linked samples JAMOVI t-test examines academic resilience changes post-workshop. Both t-values and p-values (<0.05) show a statistically significant improvement in academic resilience. DECODE model improves participant scores for teaching competency statistically significantly. Teaching effectiveness and resilience are linked, emphasizing the necessity for thorough teacher preparation. Results show DECODE model and the training improve teaching skills and academic resilience.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2024, Volume 20, Issue 2, Article No: em2406

https://doi.org/10.29333/ejmste/14243

Publication date: 19 Feb 2024

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Article Downloads: 285

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