The Effects of Expert Scaffolding in Elementary Science Professional Development on Teachers' Beliefs and Motivations, Instructional Practices, and Student Achievement

Autor/inn/en	Kleickmann, Thilo; Tröbst, Steffen; Jonen, Angela; Vehmeyer, Julia; Möller, Kornelia
Titel	The Effects of Expert Scaffolding in Elementary Science Professional Development on Teachers' Beliefs and Motivations, Instructional Practices, and Student Achievement
Quelle	In: Journal of Educational Psychology, 108 (2016) 1, S.21-42 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000041
Schlagwörter	Scaffolding (Teaching Technique); Elementary School Science; Science Teachers; Elementary School Teachers; Faculty Development; Teacher Attitudes; Beliefs; Teacher Motivation; Teaching Methods; Science Achievement; Teacher Effectiveness; Educational Quality; Comparative Analysis; Hypothesis Testing; Scientific Concepts; Pretests Posttests; Concept Formation; Experimental Groups; Control Groups; Foreign Countries; Questionnaires; Likert Scales; Germany + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Belief; Glaube; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Hypothesenprüfung; Hypothesentest; Concept learning; Begriffsbildung; Ausland; Fragebogen; Likert-Skala; Deutschland
Abstract	Curriculum materials explicitly designed to foster teacher learning represent a prominent route to professional development (PD) for teachers. However, it is unclear whether PD can be delivered successfully in the form of teacher self-study of curriculum materials, or whether it has to be scaffolded additionally by an expert. This study investigated effects of expert scaffolding in science-related PD for elementary school teachers with regard to proximal teacher outcomes (i.e., teacher beliefs and motivations), instructional quality, and student achievement. Moreover, mediation of PD effects through proximal teacher outcomes and teachers' instruction was examined. Seventy-three teachers and 1,039 students participated in the study. Expert scaffolding was implemented in a 3-tiered way: A first group (18 teachers) received PD with extensive scaffolding, a second group (18 teachers) was provided with reduced expert scaffolding, and a third group (18 teachers) received no expert scaffolding and was provided with the curriculum materials only (self-study group). A baseline group (19 teachers) did not participate in science-related PD and completed questionnaires on teacher outcomes only. Scaffolded PD was significantly superior to PD through self-study in terms of teacher beliefs and motivation, instructional quality, and student achievement. Contrary to our hypothesis, PD effects on student learning were mediated only to a small extent by teacher beliefs. However, teachers' instruction emerged as a substantial mediator of PD effects on student achievement. The results highlight the advantages of additional expert scaffolding in PD based on curriculum materials for the preparation of elementary school teachers for teaching science. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01