Filipino Science Teachers' Evaluation on Webinars' Alignments to Universal Design for Learning and Their Relation to Self-Efficacy amidst the Challenges of the COVID-19 Pandemic

Autor/inn/en	Leonardo, Mary Dane F.; Cha, Jeongho
Titel	Filipino Science Teachers' Evaluation on Webinars' Alignments to Universal Design for Learning and Their Relation to Self-Efficacy amidst the Challenges of the COVID-19 Pandemic
Quelle	In: Asia-Pacific Science Education, 7 (2021) 2, S.421-451 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leonardo, Mary Dane F.) ORCID (Cha, Jeongho)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2364-1177
Schlagwörter	Foreign Countries; Science Teachers; Teacher Attitudes; Faculty Development; Web Based Instruction; Seminars; Internet; Teaching Methods; COVID-19; Pandemics; Self Efficacy; Science Instruction; Access to Education; Philippines + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Web Based Training; Seminar; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Education; Access; Bildung; Zugang; Bildungszugang; Philippinen
Abstract	The COVID-19 pandemic has led teachers in the Philippines to rely on technology to provide and support continued education for K-12 students. However, it is not only technology, but also the interactive online learning environments crafted by teachers that impact student science learning. To support teachers to cope with pandemic teaching, the government provided professional development in the form of teacher-training webinars. This study evaluated the webinars using Universal Design for Learning (UDL) principles to understand the impact these professional development sessions had on science teachers' self-efficacy for delivering science instruction during the pandemic. The study found that webinars including UDL design elements improved science teachers' self-efficacy for teaching science and there were no significant differences in teacher perceptions relative to gender or teaching experience. Implications for the use of UDL to design long-term professional development offerings beyond the pandemic are discussed. (As Provided).
Anmerkungen	BRILL. Plantijnstraat 2, 2321 JC Leiden, the Netherlands. e-mail: apse.journal@gmail.com; e-mail: support-programmanagement@brill.com; Web site: https://brill.com/view/journals/apse/apse-overview.xml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01