The Effect of Cognitive Apprenticeship-Based Professional Development on Teacher Self-Efficacy of Science Teaching, Motivation, Knowledge Calibration, and Perceptions of Inquiry-Based Teaching

Autor/inn/en	Peters-Burton, Erin E.; Merz, Sydney A.; Ramirez, Erin M.; Saroughi, Maryam
Titel	The Effect of Cognitive Apprenticeship-Based Professional Development on Teacher Self-Efficacy of Science Teaching, Motivation, Knowledge Calibration, and Perceptions of Inquiry-Based Teaching
Quelle	In: Journal of Science Teacher Education, 26 (2015) 6, S.525-548 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-015-9436-1
Schlagwörter	Faculty Development; Self Efficacy; Science Instruction; Teacher Motivation; Teacher Attitudes; Inquiry; Active Learning; Science Teachers; Secondary School Teachers; Earth Science; Biology; Inservice Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Aktives Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Earth sciences; Geowissenschaften; Biologie; Lehrerfortbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigated the effects of a 1-year professional development (PD) based on a cognitive apprenticeship model of research experiences on inservice teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry of 19 secondary earth science and biology teachers. The PD facilitator, who serves a dual role as a scientist and teacher educator, utilized a cognitive apprenticeship model to shape both scientific thinking and inquiry instruction with 19 inservice teachers. Results indicated that inservice teachers changed their perceptions of inquiry and maintained high self-efficacy throughout all phases of the study. However, teachers refrained from making long-term changes in their cognitive strategy instruction. Implications provide a fuller picture of teacher learning during a RET program, supported with inquiry instruction and the implications of cognitive apprenticeships in offering authentic science research experiences with minimal laboratory resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01