Cristie Ann Jaca Delfin, Felino B. Javines
A teacher engages in professional development program in order to enhance instructional delivery. One dimension of this preparation is the in-service teacher training that schools provide as part of its faculty development plan. This training provides opportunities for teachers to be updated with trends and issues in their discipline at the same time reflect on their teaching practices so they can enhance both their personal and professional characteristics as facilitators of learning. This paper presents the results of the Teacher Training Needs Assessment Survey conducted among the University of San Carlos (USC) Basic Education Teachers based on their In-Service Teacher Training experiences on May 2015. Using the researcher-made survey questionnaire, teachers were asked to rate the five areas being looked into namely: Teaching Learning Activities, Campus Ministry, Guidance, Testing, and Administration. This paper will only highlight the summary results on the five areas of the training. Based on the findings, Teaching Learning Activities was found to be more needed followed by Administration, Guidance, Testing then Campus Ministry. It was noted that there is a need to standardize the teachers’ training in order to be relevant and useful for the teachers. © The Turkish Online Journal of Educational Technology.
Graduate Faculty, Department of Teacher Education, University of San Carlos, School of Education, Cebu City, Philippines; University of San Carlos, Cebu City, Philippines; Cebu Normal University, Philippines
