Achievement of Pedagogical Competency, Professional Competency, and Self-Efficacy In-service Mathematics Teachers, Through Pedagogical Problem Solving Cycle

Abstract

The purpose of this study is to improve the achievement of in service mathematics teachers, in pedagogical and professional competences through professional development program by using a Pedagogical Problem Solving Cycle. The research instrument consisted of observation guidelines, interview guidelines, teacher competency tests, and self-efficacy scale. Mathematical pedagogical problems presented to trainees in a number of cycles, which include some mathematical material that is relevant to the 2013 curriculum. The results of data analysis show that overall the achievement of pedagogical competency is better than the achievement of professional competency. Pedagogical competency is achieved in the high category, and professional competency is achieved in the medium category. The results of observations and performance appraisals, showed that more than half got good criteria. From the impressions of the participants, in general it is of the opinion that the use of the training model is very helpful in increasing their competence.