Thursday Online Presentation Session 1

Professional Training, Development & Concerns in Education

Session Chair: Maria Fay Nenette Cariaga

09:30-09:55

68364 | The Development of Mathematics Teachers’ Proficiency Framework for Sustainable and Standardised Assessment in Southeast Asia (SEA)

Uki Rahmawati, SEAMEO Regional Centre for QITEP in Mathematics, Indonesia

Gusnandar Yoga Utama, SEAMEO Regional Centre for QITEP in Mathematics, Indonesia

Farida Nurhasanah, SEAMEO Regional Centre for QITEP in Mathematics, Indonesia

Miftahul Hidayah, SEAMEO Regional Centre for QITEP in Mathematics, Indonesia

No education can exceed the quality of its teachers. This statement indicates that teachers' competence is important in the education system. A professional teacher must have specific knowledge and skills, which are related to pedagogy, content, and technology in providing good quality mathematics teaching and learning in the 21st century. The knowledge and skills need to be improved from time to time to fit the recent issues suitable for advancing technology information and global society. An assessment framework and tools for mathematics teachers' proficiency are needed, considering the importance of assessing mathematics teachers' knowledge for sustainable improvement. This study aims to develop a rigorous region-wide teacher proficiency assessment framework to evaluate mathematics teachers' knowledge. This research is an ongoing project funded by the Ministry of Education, Culture and Technology of Indonesia which involved two lecturers, two analysts, and seven researchers. The method used in the study is the ADDIE instructional design of which steps are Analysis, Design, Development, Implementation, and Evaluation. This paper produced an assessment framework with the 25 sub-indicators for Pedagogical Content Knowledge (PCK), 19 for Technological Content Knowledge (TCK), and 22 for Technological Pedagogical Knowledge (TPK), which cover mathematics teachers' proficiency components. By using this framework, it is expected that an assessment test for mathematics teachers in Southeast Asia can be developed in the near future.

09:55-10:20

68485 | Designing Integrative STEM Learning Materials for Junior High School Mathematics Classroom: What Works (and Not)?

Russasmita Padmi, SEAMEO QITEP in Mathematics, Indonesia

Ummy Salmah, SEAMEO QITEP in Mathematics, Indonesia

Pasttita Ayu Laksmiwati, Johannes Kepler University Linz, Austria

Wahid Yunianto, Johannes Kepler University Linz, Austria

Uki Rahmawati, SEAMEO QITEP in Mathematics, Indonesia

The demand to make science and mathematics learning more relevant and meaningful leads to integrative stem learning, a teaching approach that integrates science, technology, engineering, and math (STEM) into a cohesive and interdisciplinary learning experience. Even though STEM has been consistently increasing in popularity in Indonesia, the lack of learning materials is persistent. This paper reports the first stage of design research aimed at developing integrative STEM learning materials for junior high mathematics classroom. The result is three sets learning materials that is compatible with the national mathematics curriculum of Indonesia. The development process suggests that feasible learning materials can be developed by matching science and mathematics standards, then tie it with appropriate problem context.

10:20-10:45

68444 | Curriculum Review of the BS Pharmacy Program of a Local University in the NCR, Philippines: A Mechanism for Quality Assurance

Maria Fay Nenette Cariaga, University of Makati, Philippines

Justine Marie Ocampo, University of Makati, Philippines

Estela Barasi, University of Makati, Philippines

The Bachelor of Science in Pharmacy program at a local university in the NCR has been existent for ten (10) years now. It has been officially approved on February 10, 2012 by virtue of the Board Resolution No. 2012-029. Meeting the minimum requirements of the 2006 CMO for Pharmacy education in the Philippines, enhancements were made based on the context of the local university. In December 2021, the new CMO for BS Pharmacy program was released, which is for AY 2022-2023 implementation. This study, conducted from March to April 2022, aimed to determine feedback of students, alumni, faculty and industry partners and based on this, create an action plan for curriculum enhancement. Mixed-method approach was used particularly documents review and online survey administration to thirty-six (36) Levels 3 and 4 students. FGDs with students (N=55), alumni (N=6), faculty members (N=8) and industry partners (N=4) were conducted. Overall, students’ strengths are along PLO1B (3.53, SD.136 & 3.50, SD .074) Store and dispense drugs; and PLO5 (3.4630 SD .13436 & 3.4040 SD.13968) Provide pharmaceutical care. They need to improve on PLO 1A (3.0574, SD.188 & 3.1289 SD .239) Identify, compound, and manufacture of drugs. Three (3) main themes were evident: difficulty or rigor of the program, best features, and opportunities for continuous improvement. Timely curriculum review is pivotal in the quality assurance of education. Curriculum enhancements should be built on sound process and meaning-making of available data.

10:45-11:10

69154 | To Bridge Between Educators and Students – Challenging and Preserving Expectations, Goals, and Values

Yuko Hoshino, Tokyo University of Pharmacy and Life Sciences, Japan

In recent years, students and educators in higher education have great difficulties in communicating each other even within one country. It is very true in Japan. Educators often complain that they cannot understand their students’ behavior in and outside classrooms or their language. Students also complain that they cannot understand what their teachers’ expectations and requirements for class goals. They always attribute this problem to generation gaps, in other words, how they were brought up. Both parties are supposed to share the same culture, but they sometimes fail to share their values – what they feel important in life. Even with such problems, teachers should prepare their students to go out to the increasingly borderless world and tackle social and economic problems and conflicts with some confidence. Then, how should educators crate better environment for learning and training for the sake of students? The author has been teaching three languages (Japanese as a first and second language, Chinese and English as second languages) and cultures behind languages in higher education setting. She would like to clarify some of the problems mentioned above that educators face and would also like to propose practical and feasible ideas to remedy these problems through classroom management and practices.