ERIC Number: EJ960637
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 26
The Influence of a Two-Year Professional Development Institute on Teacher Self-Efficacy and Use of Inquiry-Based Instruction
Powell-Moman, Amy D.; Brown-Schild, Valerie B.
Science Educator, v20 n2 p47-53 Fall 2011
This paper investigates the impact of a two-year professional development program on teacher self-efficacy for inquiry-based instruction. The program utilizes scientist-teacher partnerships to develop content knowledge, inquiry-based instruction, and leadership skills for in-service STEM teachers. Participating teachers are administered a survey to assess their self-efficacy at the start and completion of the program. The findings suggest increases in self-efficacy for inquiry-based instruction and greater focus by the teachers on the depth of content after completing the program. The results substantiate prior research conducted on the benefits of teacher participation in professional development utilizing a scientist-teacher partnership model. Other trends in the data, future research, and implications for the design or refinement of professional development programs are discussed.
Descriptors: Self Efficacy, Teacher Participation, Faculty Development, Scientists, Professional Development, Leadership, Investigations, Inquiry, STEM Education, Data Analysis, Surveys, Teaching Methods, Models, Elementary Secondary Education, Program Effectiveness, Partnerships in Education, Public Schools, Pedagogical Content Knowledge
National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site: http://nsela.org/index.php?option=com_content&view=category&id=51&Itemid=85
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Higher Education; Middle Schools
Authoring Institution: N/A
Identifiers - Location: North Carolina