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ERIC Number: EJ1002773
Record Type: Journal
Publication Date: 2013-Feb
Pages: 15
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Elementary and Secondary Teacher Self-Efficacy for Teaching and Pedagogical Conceptual Change in a Drama-Based Professional Development Program
Lee, Bridget; Cawthon, Stephanie; Dawson, Kathryn
Teaching and Teacher Education: An International Journal of Research and Studies, v30 p84-98 Feb 2013
This mixed-methods research study explores the potential relationship between the teacher self-efficacy and pedagogical conceptual change. The study context was a drama-based instruction professional development model that specifically sought to facilitate pedagogical conceptual change. Significant differences were present between elementary and secondary teachers in self-efficacy for teaching and in pedagogical conceptual change. However, self-efficacy did not predict conceptual change. The independent variable (elementary and secondary teachers) was a significant moderator between years teaching experience and self-efficacy. We discuss the significance of these findings in light of teacher training and teacher effectiveness. (Contains 6 tables and 3 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Education; Elementary Secondary Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A