TRAINING NEEDS ASSESSMENT OF PUBLIC ELEMENTARY SCHOOL MATHEMATICSTEACHERSIN BAMBAN DISTRICT

THELMA C. TUBON The ambitious vision of mathematical proficiency for all students demands skilful obsolete. Educational and psychological research continues to provide new insights instruction that is too rarely found in the classrooms. The literature is replete with into the ways in which students learn mathematics and this new understanding need examples of teaching that fails to engage students in rigorous mathematical work. to be translated into classroom practice. The need for teaching-training is an apparent Teachers who adopt the surface features of new curricula, such as games and manipulative, for teachers to cope with the constant problem of day-to-day teaching and also of but do not use these materials to teach for understanding; efforts to “make math simply keeping abreast of the times. Training programs for mathematics teachers aim fun” that result in art projects instead of mathematics; motivating examples and to keep teachers aware of recent developments in mathematics, to keep them abreast representations that distort mathematics; and problems intended to engage students of recent trends in teaching of mathematical subjects, and to keep them aware of fast in high – level mathematical thinking that deteriorate into lower level and routine developing applications in mathematics. A training program has to provide support tasks as they are implemented. in bringing out the best in an individual teacher.

In each of these examples, teachers seem to miss the mathematical point of task Teacher training is increasingly seen as a continuum, of which pre-service and inservice or materials, or have difficulty maintaining the mathematical focus once the activity program form integral related parts. So that the future programs can be is in motion with students. Teachers are responsible for organizing time and resources meaningfully planned, it is necessary to look back and take stock of what we have so that what students do actually leads to learning. Knowing “the point” of instruction been doing, how far we have been able to achieve our objectives, and what have been helps in managing this work. Yet what it takes to “teach to the point, that is, to have the major problems faced. a clear understanding of the goals of instruction and to use those goals to manage the In-service education for teachers consists of those programs of professional study work, not well understood. in which teachers be involved in in-service activities on a regular and continuing basis.

Improving mathematics education is a matter of broad national concern. The Many teachers need to change their teaching either in style or in content, or in both. demand for scientific and quantitative literacy has increased, while students continue Increased knowledge boosts confidence. We would like to have classroom teachers to underperform on national and international assessments. The past several decades who know mathematics in considerable depth and who are well-prepared academical have seen many efforts to improve students’mathematics achievement. For examples, l y. in 1993, the National Commission on Excellence in Education’s A Nation at Risk In education, standards change from time to time. Everyday, there are new discoveries spurred the standards movement. Mathematics education led the way with the publication in subject and pedagogy, and teachers need to be up to date in their understanding of the Curriculum and Evaluation Standards for School Mathematics (1989) by of these discoveries. By continuing to take classes or seminars, teachers can stay the National Council of Teachers of Mathematics (NCTM), as well as State standards abreast of the latest information and topics in various fields of education. This way, and assessments, now required by No Child Left Behind. Adding It Up (2001), a report they can be prepared to effectively transfer new information to their students. In of the National Research Council, set ambitious goals for the “mathematical proficiency” addition, education technology gets more advanced every year. When teachers take of all students. In turn, these new standards and gaols inspired a host of continuing education courses and workshops to help them learn this technology, they standards-based curricula. Noteworthy is that across many of these efforts to improve are better prepared to create a dynamic and well-informed classroom. When teachers student achievement, surprisingly little attention was paid to instruction. New standards, understand and how to best utilize a particular technology, they can teach their assessments, and curricula do not by themselves improve student learning. These students and better prepare them for careers in a technology-rich workforce. resources must be put to effective use by teachers in classrooms with students. In the Philippines, changes in pedagogy and classroom management are inevitable

Although it is clear that teaching matters for improving student learning, how it because of the implementation of the K to 12 curriculum. This means that teacher must matters has been more difficult to document. In their review of research on the effects undergo training in order to acquire the skills and competence relevant to the new of teaching on student learning, Hiebert and Grouws (2007) identify opportunity to educational system. It is more likely that teachers have to modify their pedagogical learn as one of the most important concepts linking teaching and student achievement: styles and have to enrich their subject-content knowledge. The emphasis of teachers place on different learning goals and different topics, the The Department of Education (DepEd) recognize the vital role of teacher training kinds of tasks they pose, the kinds of questions they lead— all are part of teaching and in pursuit of excellence. In fact, it is presently active in implementing fundamental all influence the opportunities students have to learn. reforms that include efforts for human resources development at all levels to support

Effectiveness of classroom instruction originates from the teacher. If the teacher is quality performance of schools and learners. The DepEd’s package of policy reforms well-prepared, well-versed and thoroughly supported, the changes in the curriculum and known as the Basic Educational Reform Agenda (BESRA) seeks “to systematically instructional strategies can occur. Confidence is a source for teachers to accept and test improve critical regulatory, institutional, structural, financial, cultural, physical, and different instructional strategies. In mathematics education, using various strategies to informational conditions affecting basic education provision, access and delivery on motive students to learn. Mathematics concepts are important. However, many mathematics the ground. These policy reforms are expected to create critical changes necessary to teachers are not proficient or confident enough when teaching certain mathematics further accelerate, broaden, deepen, and sustain the improved educational effort already principles, let alone applying technology tools into mathematics lessons. being state” (Batenga, 2012).

Teacher quality is a key determinant of student achievement and having a strong The Mathematics teachers in Bamban District believe that in this era of globalization content knowledge is crucial to effective teaching. Thus, professional development is of education where change is the biggest challenge facing them, the Filipino required in order for instructional effectiveness to occur within the mathematics teacher is increasingly becoming a dominant force in the delivery of educational and curriculum. cultural transformation in a changing society. They are aware that their roles as

The Philippines’commitment to EFA is being realized with the fulfilment of EFA mathematics are completely more pressing than ever. Plan to Action 2015 Critical Task No. 5, which mandates lengthening its cycle of In addition, these teachers realize that training programs are important for upgrading education to 12 years. As such, Pres. Benigno Simeon Aquino III, in his first State of the skills of the existing faculty, particularly for teachers who are not yet highly the Nation Address (SONA) in July 2010, made it priority to lengthen the education qualified. Therefore, training program for the mathematics teachers is required in cycle in the country. order for instructional effectiveness to occur within the mathematics curriculum.

In line with this, in the absence of well-designed professional development programs, This study therefore was conducted to determine the training needs of public teachers have been expected to learn how to improve their teaching on their elementary Mathematics teachers to Bamban District for a more effective implementation own, learn from trial and error, and individually seek the required professional development. of the Mathematics program. In this aspect, professional development programs for teachers have always been essentially important.

Teaching technology is constantly changing. This makes old skills and content