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Eko Risdianto
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Indonesian Journal of Pedagogy and Teacher Education
Published by CV Media Inti Teknologi
ISSN : -     EISSN : 30258359     DOI : https://doi.org/10.58723/ijopate.v2i1.127
Core Subject : Education,
Education
Indonesian Journal of Pedagogy and Teacher Education. It is devoted to the publishing of original research articles and review articles by invited experts and the innovation in pedagogy concept and practice for teacher education as well as teacher professional development program but not limited to the method and practice of teaching devoted to improving the quality of education locally and globally.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 51 Documents
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Enhancing Cambodian STEM Educators' Pedagogical Competence Through Integrating the Next Generation Science Standards, Cognitive Apprenticeship, and Claim–Evidence–Reasoning Muhammad Usama Naveed; Sanura Jaya
Indonesian Journal of Pedagogy and Teacher Education Vol. 4 No. 2 (2026): Indonesian Journal of Pedagogy and Teacher Education (Special Issue August 2026
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v4i2.826

Abstract

Background: Cambodian STEM educators require professional learning that supports inquiry-based teaching, scientific reasoning, and the classroom application of the Next Generation Science Standards (NGSS) and Claim-Evidence-Reasoning (CER) framework. Aims: This study examined changes in educators' pedagogical knowledge, scientific reasoning, and instructional competencies following an integrated professional development program. Methods: A quantitative single-group pre-test-post-test design was employed with 30 Cambodian STEM educators. Participants completed a two-day workshop structured through six Cognitive Apprenticeship processes: modeling, coaching, scaffolding, articulation, reflection, and exploration. They also engaged in authentic engineering design activities using creative circuits aligned with NGSS and CER. Data were collected before and after the workshop using a 14-item questionnaire rated on a five-point Likert scale. Descriptive statistics (means and standard deviations) were used to analyze the responses. Results: Mean scores increased across all 14 items, with the overall mean rising from 1.98 at pre-test to 3.62 at post-test. Higher post-test ratings were observed for understanding NGSS three-dimensional learning, constructing CER-based scientific explanations, designing NGSS-aligned lessons, and applying science and engineering practices. Conclusion: The findings indicate that participation in the workshop was associated with improved self-reported knowledge and pedagogical competencies. However, because the study did not include a comparison group, the observed changes cannot be attributed solely to the intervention. The integrated approach offers a promising model for future STEM teacher professional development in Cambodia, although further research using controlled designs and classroom-based outcome measures is needed.

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