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RESEARCH PAPER
DECODE-based STEM workshop in improving academic resilience and teaching competency of pre-service teachers
1
Department of Education, The Gandhigram Rural Institute-DTBU, Gandhigram, Dindigul, Tamil Nadu, INDIA
2
Science Education Center, Graduate Institute of Science Education and the Department of Earth Sciences, National Taiwan Normal University, Taipei City, TAIWAN
3
Department of Biology, Universitas Negeri Malang, INDONESIA
Publication date: 2024-02-19
EURASIA J. Math., Sci Tech. Ed 2024;20(2):em2406
KEYWORDS
ABSTRACT
This study examines DECODE model and academic resilience to improve pre-service teachers’
(PSTs) teaching abilities. Effective teaching in the changing context of education requires
pedagogical skills and problem-solving. Teacher resilience is becoming more important to adapt
and succeed in adversity. Development, inquiry, cooperation, observation, debate, and
assessment make DECODE model a revolutionary teaching method. This study examines how
DECODE adoption and academic resilience affect PSTs’ progress to influence teacher preparation
and training. DECODE paradigm, instructional competence, and academic resilience are
contextualized in this literature review. STEM-based workshop for 97 PSTs from various academic
levels. Linked samples JAMOVI t-test examines academic resilience changes post-workshop. Both
t-values and p-values (<0.05) show a statistically significant improvement in academic resilience.
DECODE model improves participant scores for teaching competency statistically significantly.
Teaching effectiveness and resilience are linked, emphasizing the necessity for thorough teacher
preparation. Results show DECODE model and the training improve teaching skills and academic
resilience.
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