DESIGNING A COMPETENCY FRAMEWORK FOR HIGH SCHOOL BIOLOGY TEACHERS IN PRACTICAL INSTRUCTION
Main Article Content
Abstract
As an experimental science, Biology relies heavily on practical instruction, which plays a crucial role in developing students' competencies and character. This study examines the theoretical foundations for designing a competency framework that supports high school Biology teachers in delivering effective practical lessons. The proposed competency framework includes 4 elements with 12 indicators, each described across three proficiency levels to assess teachers’ competencies in practical instruction. A two-round Delphi method was employed to gather expert views for refining and validating the framework. Additionally, the study proposes practical applications of the framework, including teacher self-assessment, peer evaluation, and the development of criteria for assessing practical lessons, aiming to improve the quality of teaching Biology.
Keywords
assessment, competency, criteria, practice, teacher
Article Details
References
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