Pedagogical and professional physics teacher training: why hybrid learning is important?

Teacher professional development is inseparable from the process of increasing teacher competency that can be trained through training activities. Training held to improve the pedagogic and professional competence of physics teachers both by the training organizers and the deliberation of subject teachers is generally still conducted face-to-face, even though the teacher has limited time and place in following it. This happens because the teacher also has to carry out his main task of teaching, so we need a training strategy that can be accessed by teachers anywhere and anytime. The purpose of this study is to find out the reasons why in the process of developing pedagogic and professional teachers need learning strategies that are based on hybrid learning. This research method is descriptive qualitative using data collection techniques in the form of interviews, documentation studies, and questionnaires for teacher needs in the implementation of training. The results obtained based on interviews with the training providers showed that the implementation of the pedagogical and professional teacher improvement training was still conducted face-to-face. Meanwhile, the results of the questionnaire distributed to 45 physics teachers showed that most of the teachers stated that they needed training to improve pedagogic and professional competencies, which facilitated the teacher’s training in the form of combining face-to-face and online. This can be done by implementing a hybrid learning training strategy, because in hybrid learning we can combine face-to-face and online training.