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Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice

机译：通过协作界，增加高中教师自我效能，通过协作的实践界

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Background Teachers can have a significant impact on student interest and learning in science, technology, engineering, and math (STEM) subjects and careers. Teacher self-efficacy can also significantly affect student learning. Researchers investigated the effects of teacher professional development and integrated STEM curriculum development on teacher self-efficacy. Participants in the study included high school science and engineering technology teachers enrolled in a National Science Foundation–ITEST project called Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS). The TRAILS program sought to prepare teachers to integrate STEM content using engineering design, biomimicry, science inquiry, and 3D printing as pedagogical approaches. Teachers learned within a community of practice working alongside industry partners and college faculty. The purpose of the study was to investigate the impact of the 70 h of professional development to train three cohorts of teachers over 3 years on teacher self-efficacy. The research design utilized a quasi-experimental nonequivalent control group approach, including an experimental group and an untreated control group. Results Measurements on beliefs about teacher self-efficacy were collected on pretest, posttest, and delayed posttest survey assessments. Researchers analyzed the T-STEM survey results for teaching self-efficacy using the Wilcoxson signed-rank test for detecting significant differences. Science teachers showed a significant increase in teacher self-efficacy comparing the pretest and delayed posttest scores after TRAILS professional development and STEM lesson implementation ( p = . 001, effect size = .95). Additionally, significant differences between groups (science experimental vs science control group teachers) using the Wilcoxon rank-sum test were detected from pretest to posttest ( p = .033, effect size = .46), posttest to delayed posttest ( p = .029, effect size = .47), and pretest to delayed posttest ( p = .005, effect size = .64). There were no significant differences detected in the control group. Engineering technology teachers showed no significant differences between the pretest, posttest, and delayed posttest self-efficacy scores. Conclusions The results indicate the science teachers’ self-efficacy increased after professional development and after lesson implementation. Potential implications from this research suggest that the science teacher participants benefited greatly from learning within a community of practice, engaging in science practices, and using science knowledge to solve a real-world problem (engineering design).
机译：背景教师对科学，技术，工程和数学（Stem）科目和职业生涯中的学生兴趣和学习产生重大影响。教师自我效能度也可以显着影响学生学习。研究人员调查了教师专业发展和综合茎课程开发对教师自我效能的影响。该研究中的参与者包括高中科学和工程技术教师，招收了一个国家科学基金会的专员，称为教师和研究人员，推进茎（小径）的综合课程。小径计划寻求准备教师使用工程设计，生物化，科学探究和3D印刷作为教学方法将茎内容集成。教师在行业合作伙伴和大学教师共同努力的练习中了解到。该研究的目的是调查70小时的专业发展的影响，在3年内培训三年教师的三年教师自我效能。研究设计利用了准实验性非等级对照组方法，包括实验组和未治疗的对照组。结果对教师自我疗效的信念的测量被收集在预测试，后期和延迟的后测试评估。研究人员分析了使用Wilcoxson签名的秩检测来教导自我效能的T-STEM调查结果，以检测显着差异。科学教师表现出教师自我效能的显着增加，比较了在专业开发和干课程实施之后预测和延迟的后塔分数（P =。001，效果大小= .95）。此外，使用Wilcoxon Rank-Sum试验的组（科学实验VS Science Convirage教师）的显着差异从预测试到后测试（P = .033，效果大小= .46），后测试到后测试（P = .029 ，效果大小= .47），并预先延迟后延迟（p = .005，效果大小= .64）。对照组检测到没有显着差异。工程技术教师在预测试，后域和延迟的后度自我效能评分之间没有显着差异。结论结果表明，科学教师在专业发展和经过课程实施后的自我效能增加。本研究的潜在影响表明，科学教师参与者从练习社区中的学习中受益匪浅，从事科学实践，并使用科学知识来解决现实世界的问题（工程设计）。

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