Journal ArticleDOI
Beliefs about Teaching Science: The relationship between elementary teachers’ participation in professional development and student achievement
TLDR
This paper found that elementary teachers who participated in a long-term, intense (over 100 contact hours annually) science professional development program displayed significant gains in their science teaching self-efficacy.Abstract:
Because of increasing calls for school accountability, an increased emphasis placed on the role of the teacher, and theoretical connections between teacher beliefs and classroom action, a critical need exists to examine teacher professional development programs to determine their impact on teacher belief systems, teaching practices, and student learning. The primary goal of this study was to assess elementary teachers’ science teaching efficacy as they participated in a large-scale professional development program and to determine the relationship of these beliefs with student learning. It was found that elementary teachers who participated in a long-term, intense (over 100 contact hours annually) science professional development program displayed significant gains in their science teaching self-efficacy. Several background variables were found to be predictive of teacher beliefs including how often teachers spend teaching science. Males tended to display more positive beliefs than their female counterpar...read more
Citations
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Journal ArticleDOI
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature
TL;DR: In this article, the authors evaluate the ways in which researchers have measured and conceptualized the sources of teaching self-efficacy across 82 empirical studies and identify what can be inferred from these studies and what important questions still remain about the origins of teachers' efficacy beliefs.
Journal ArticleDOI
Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice
TL;DR: An analytical framework focused on model components, purposes, scope, explicit and implicit theories of learning and change processes, agency and philosophical underpinnings is developed and illustrated to support a more informed selection of theoretical models by researchers and practitioners.
Journal ArticleDOI
Elementary and secondary teacher self-efficacy for teaching and pedagogical conceptual change in a drama-based professional development program
TL;DR: This article explored the potential relationship between teacher self-efficacy and pedagogical conceptual change in a drama-based instruction professional development model and found that significant differences were present between elementary and secondary teachers.
Journal ArticleDOI
The Evolution of Teacher Conceptions of STEM Education Throughout an Intensive Professional Development Experience
TL;DR: In this paper, the authors call for an upsurge in the development of integrated science, technology, engineering, and mathematics (STEM) curricula to simultaneously increase the number of kin
Journal ArticleDOI
Scientists' Views about Communication Training.
TL;DR: The authors assesses how scientists think about science communication training based on the argument that such training represents an important tool in improving the quality of interactions between scientists and the public, and find that scientists rate message comprehension and credibility most favorably and give their lowest rating to training related to framing.
References
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Book
Self-Efficacy: The Exercise of Control
TL;DR: SelfSelf-Efficacy (SE) as discussed by the authors is a well-known concept in human behavior, which is defined as "belief in one's capabilities to organize and execute the courses of action required to produce given attainments".
Book
The New Meaning of Educational Change
TL;DR: In this paper, the authors present a brief history of educational change at the local and national level, and discuss the causes and problems of implementation and continuation of change at both the local level and the national level.
Journal ArticleDOI
Prediction of goal-directed behavior: Attitudes, intentions, and perceived behavioral control
Icek Ajzen,Thomas J. Madden +1 more
TL;DR: A theory of planned behavior, an extension of Ajzen and Fishbein's (1980, Understanding attitudes and predicting social behavior Englewood-Cliffs, NJ: Prentice-Hall) theory of reasoned action, was tested in two experiments.
Journal ArticleDOI
What Makes Professional Development Effective? Results From a National Sample of Teachers
TL;DR: The authors used a large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning, and found that content knowledge, opportunities for active learning and coherence with other learning activities significantly affect teacher learning.