Inspiring Instructional Change in Elementary School Science: The Relationship between Enhanced Self-Efficacy and Teacher Practices

Autor/inn/en	Sandholtz, Judith Haymore; Ringstaff, Cathy
Titel	Inspiring Instructional Change in Elementary School Science: The Relationship between Enhanced Self-Efficacy and Teacher Practices
Quelle	In: Journal of Science Teacher Education, 25 (2014) 6, S.729-751 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-014-9393-0
Schlagwörter	Longitudinal Studies; Faculty Development; Self Efficacy; Teacher Effectiveness; Science Instruction; Elementary School Science; Mixed Methods Research; Kindergarten; Grade 1; Grade 2; Rural Schools; Teacher Surveys; Self Evaluation (Individuals); Program Effectiveness; Correlation; Teaching Methods; Student Participation; Science Activities; Time Factors (Learning); Testing; Curriculum + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testdurchführung; Testen; Curricula; Lehrplan; Rahmenplan
Abstract	This longitudinal study examined the extent to which teachers' participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades. The study used a mixed-methods design, and included 39 teachers who taught in kindergarten, first grade, or second grade classrooms in rural school districts. Data sources, administered pre-program and at the end of each year, included a self-efficacy assessment and teacher survey. Interviews and classroom observations provided corroborating data about teachers' beliefs and science instruction. Results showed significant increases in teachers' overall self-efficacy in teaching science, personal efficacy, and outcome expectancy efficacy during the 3 years. Gains in self-efficacy were correlated with changes in reported instructional practices, particularly student participation activities. However, changes in self-efficacy tended not to be correlated with changes in instructional time. Contextual factors beyond teachers' direct control, such as curricular and testing requirements in mathematics and language arts influenced time allotted to science instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10