Impact of DECODE model and STEM strategies on in-service teachers' professional development in Tamil Nadu, India
DOI:
https://doi.org/10.17509/wapfi.111.116Keywords:
Critical thinking skills, STEM, In-service teachers, DECODE, Professional development, Technology.Abstract
In the context of growing educational demands, continuous professional development has become essential for in-service teachers. This study investigates the impact of a professional development program based on the DECODE Model and STEM strategies aimed at enhancing critical thinking skills among 37 in-service science and mathematics teachers in Tamil Nadu, India. The intervention included hybrid-mode workshops facilitated by both Taiwanese and Indian experts, comprising three structured sessions: Demonstration, Co-teaching and Co-training, and Debrief. A validated 35-item rating scale was administered before and after the workshop to measure five stages of professional growth: knowledge base construction, model observation, practice reflection, implementation of changes, and expertise acquisition and dissemination. Results from a paired samples t-test indicated a statistically significant improvement in participants’ professional development scores (t = -4.515, p < .001). The study concludes that the DECODE Model is an effective framework for empowering in-service teachers with innovative pedagogical skills and promoting reflective teaching practices in STEM education.
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