Examining the Influence of RETs on Science Teacher Beliefs and Practice

Autor/inn/en	Enderle, Patrick; Dentzau, Michael; Roseler, Katrina; Southerland, Sherry; Granger, Ellen; Hughes, Roxanne; Golden, Barry; Saka, Yavuz
Titel	Examining the Influence of RETs on Science Teacher Beliefs and Practice
Quelle	In: Science Education, 98 (2014) 6, S.1077-1108 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21127
Schlagwörter	Teacher Researchers; Elementary School Teachers; Middle School Teachers; High Schools; Secondary School Teachers; Self Efficacy; Teacher Attitudes; Beliefs; Science Instruction; Faculty Development; Program Effectiveness; Inquiry; Teaching Methods + Suchen Sie Ihr Suchwort? Lehrerforschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; Oberschule; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Belief; Glaube; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Following the argument that an explicit focus on teacher thinking is an important outcome for professional development (Capps, Crawford, & Costas, 2012; Desimone, 2009), the research presented here examines the impact of one form of professional development, Research Experiences for Teachers (RETs), has in shaping teachers' beliefs and affect related to inquiry in the classroom. By examining two distinct forms of RETs, this study incorporates 5 years of data collected from more than 100 RET participants, which include elementary, middle, and high school teachers. Evidence was drawn from analysis of multiple instruments measuring science teachers' self-efficacy (STEBI), pedagogical discontentment (STPD), teachers' beliefs about teaching and learning (TBI), and Contextual Beliefs about Teaching Science (CBATS). The results indicate that both RET programs were successful in shaping teachers' beliefs and affect--particularly in decreasing pedagogical discontentment and enhancing beliefs about reform. However, the RET program that focused mainly on teacher practice was more successful in shaping teachers' beliefs and was the only program to show an influence on teachers' practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10