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A study of teachers' self-efficacy and outcome expectancy for science teaching throughout a science inquiry-based professional development program.

机译：在整个基于科学探究的专业发展计划中，教师对科学教学的自我效能和预期成果的研究。

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摘要

The goal of this study was to investigate the self-efficacies and outcome expectancies of science teachers over time as a result of their participation in an inquiry-based, professional development program designed to ensure that all participants are highly qualified science teachers. Eighty-six teachers participated in inquiry-based activities designed to increase their content knowledge and teaching expertise while increasing their science teaching self-efficacies and outcome expectancies of student learning. This 15-month professional development program included two summer workshops (summers of 2007 and 2008) with an 8-month classroom implementation period in between.;A quasi-experimental research design was used to investigate the change in science teaching efficacy scores after participation in the inquiry-based professional development program and the relationship of this change with selected independent variables. The data consisted of (a) three sets of Science Teaching Efficacy Belief Instrument (Riggs & Enochs, 1990) scores, STEBI-Form A (inservice), reported as a pretest, posttest, and follow-up posttest; and (b) demographic variables that were used as covariates: science education background, professional position, number of years taught, and teacher qualification status in science. Using repeated measures and multiple regressions with an alpha level of 0.05, and testing the hypothesized changes and relationships, results indicated that there were gains in Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE) scores. Of the independent variables, only science education background was found to be a significant contributor toward increasing PSTE (p = .003) scores. The other variables were not predictive of gains in either personal science teaching efficacy or science teaching outcome expectancy.;The data gave insight into possible relationships that may exist between science teachers' self-efficacies and outcome expectancies after participation in an inquiry-based professional development program. This study demonstrated the importance of considering interactions between a given set of independent variables and self-efficacy beliefs. The findings also suggested the possible value of considering factors associated with planning long-term programs for teachers' professional development to include the impact of college courses, an implementation period for incorporating the new ideas, support from colleagues and providing professional development to become Highly Qualified Teachers of science.
机译：这项研究的目的是调查科学教师因参加基于查询的专业发展计划而导致的自我效能和预期成果随着时间的推移，旨在确保所有参与者都是高素质的科学教师。 86名教师参加了基于探究的活动，旨在增加他们的内容知识和教学专业知识，同时提高其理科教学的自我效能和学生学习的预期成果。这项为期15个月的专业发展计划包括两个夏季讲习班（2007年和2008年夏季），课堂实施期为8个月。采用半实验研究设计来研究参与后科学教学效能得分的变化。基于查询的专业发展计划，以及这种变化与所选独立变量之间的关系。数据包括：（a）三组科学教学效能信念工具（Riggs＆Enochs，1990）得分，STEBI-Form A（投入使用），记录为前测，后测和后续后测； （b）用作协变量的人口统计学变量：科学教育背景，专业职位，任教年限以及科学教师资格状况。使用重复测量和α值为0.05的多元回归，并检验假设的变化和关系，结果表明，个人科学教学效能（PSTE）和科学教学成果期望（STOE）得分有所提高。在独立变量中，只有科学教育背景被发现是增加PSTE（p = .003）分数的重要因素。其他变量不能预测个人科学教学效果或科学教学成果预期的增长。数据提供了对参与基于查询的专业发展后理科教师的自我效能与成果预期之间可能存在的关系的见解。程序。这项研究证明了考虑给定的一组独立变量和自我效能感之间相互作用的重要性。研究结果还表明，考虑与规划教师专业发展长期计划相关的因素的潜在价值，包括大学课程的影响，合并新思想的实施期，同事的支持以及提供专业发展以成为高素质的人才理科老师。

著录项

  • 作者

    Cripe, M. Kathleen Leslie.;

  • 作者单位

    The University of Akron.;

  • 授予单位 The University of Akron.;
  • 学科 Education Teacher Training.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 168 p.
  • 总页数 168
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教师;自然科学教育与普及;
  • 关键词

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