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ERIC Number: EJ1078881
Record Type: Journal
Publication Date: 2015-Oct
Pages: 24
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-1046-560X
The Effect of Cognitive Apprenticeship-Based Professional Development on Teacher Self-Efficacy of Science Teaching, Motivation, Knowledge Calibration, and Perceptions of Inquiry-Based Teaching
Peters-Burton, Erin E.; Merz, Sydney A.; Ramirez, Erin M.; Saroughi, Maryam
Journal of Science Teacher Education, v26 n6 p525-548 Oct 2015
This study investigated the effects of a 1-year professional development (PD) based on a cognitive apprenticeship model of research experiences on inservice teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry of 19 secondary earth science and biology teachers. The PD facilitator, who serves a dual role as a scientist and teacher educator, utilized a cognitive apprenticeship model to shape both scientific thinking and inquiry instruction with 19 inservice teachers. Results indicated that inservice teachers changed their perceptions of inquiry and maintained high self-efficacy throughout all phases of the study. However, teachers refrained from making long-term changes in their cognitive strategy instruction. Implications provide a fuller picture of teacher learning during a RET program, supported with inquiry instruction and the implications of cognitive apprenticeships in offering authentic science research experiences with minimal laboratory resources.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A