Literaturnachweis - Detailanzeige
| Autor/in | Glackin, Melissa |
|---|---|
| Titel | 'It's More than a Prop': Professional Development Session Strategies as Sources of Teachers' Self-Efficacy and Motivation to Teach outside the Classroom |
| Quelle | In: Professional Development in Education, 45 (2019) 3, S.372-389 (18 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-5257 |
| DOI | 10.1080/19415257.2018.1490917 |
| Schlagwörter | Faculty Development; Self Efficacy; Teacher Motivation; Outdoor Education; Science Instruction; Science Teachers; Secondary School Teachers; Foreign Countries; Program Effectiveness; United Kingdom (London) |
| Abstract | This paper discusses findings from a small-scale empirical exploration of how professional development (PD) programme session strategies influence secondary science teachers' practice. It draws on a series of session questionnaires, semi-structured interviews and lesson observations from six secondary science teachers participating in a 2-year outdoor teaching PD programme in England. This paper explores session strategies as sources of self-efficacy resulting in practice change. It is argued that strategies most influential are those that combined several self-efficacy sources. However, alongside self-efficacy, the motivating role strategies play are important to the successful outcome of PD programmes. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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