NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1109837
Record Type: Journal
Publication Date: 2016-Sep
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0022-4308
Tool Trouble: Challenges with Using Self-Report Data to Evaluate Long-Term Chemistry Teacher Professional Development
Herrington, Deborah G.; Yezierski, Ellen J.; Bancroft, Senetta F.
Journal of Research in Science Teaching, v53 n7 p1055-1081 Sep 2016
The purpose of this study was to compare the ability of different instruments, independently developed and traditionally used for measuring science teachers' beliefs in short-term interventions, to longitudinally measure teachers' changing beliefs. We compared the ability of three self-report instruments (Science Teaching Efficacy Belief Instrument Form A [STEBI], Teaching of Science as Inquiry instrument [TSI], Inquiry Teaching Beliefs instrument [ITB]) and one observational instrument (Reformed Teaching Observation Protocol [RTOP]) to appropriately measure high school chemistry teachers' beliefs as they engaged in a two-and-a-half year professional development program. Collectively our findings from these four instruments, across three separate cohort of teachers (N = 16), indicated conflicting changes in teacher beliefs. For example, the STEBI indicated teachers' self-efficacy remained unchanged or increased while the TSI indicated a concurrent decrease in self-efficacy throughout the PD program. Additionally, the ITB seemed to indicate a decrease in teachers' knowledge of inquiry while their interview data and RTOP scores indicated a concurrent increase in their knowledge of and ability to enact inquiry-based practices. We reconcile these conflicting results and discuss the implications these findings have for validly and reliably measuring science teacher belief changes within longer duration PD.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 0553215; 1118658; 1118759