ACTIVE STRATEGIES DURING INQUIRY-BASED SCIENCE TEACHER EDUCATION TO IMPROVE LONG-TERM TEACHER SELF-EFFICACY
Research output: Chapter in Book/Report/Conference proceeding › Report chapter › Research › peer-review
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ACTIVE STRATEGIES DURING INQUIRY-BASED SCIENCE TEACHER EDUCATION TO IMPROVE LONG-TERM TEACHER SELF-EFFICACY. / Evans, Robert Harry.
Science Learning and Citizenship (Proceedings of ESERA 2011) Proceedings of the ESERA 2011 Conference: Part 13 : In-service science teacher education. ed. / Jouni Viiri; Digna Couso. Vol. 2011 France, 2012.Research output: Chapter in Book/Report/Conference proceeding › Report chapter › Research › peer-review
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TY - GEN
T1 - ACTIVE STRATEGIES DURING INQUIRY-BASED SCIENCE TEACHER EDUCATION TO IMPROVE LONG-TERM TEACHER SELF-EFFICACY
AU - Evans, Robert Harry
PY - 2012
Y1 - 2012
N2 - Teacher development aimed at increasing the use of inquiry based methods inschools is an important way to reach science learning goals. To this end, the EC has promoted inquiry based science teaching (IBST) within the Seventh Framework Program (FP7). One dimension, typically absent from the FP7 products, is the personal capacity belief of self- efficacy which has been shown to be important to personal behavioral change. The purpose of this research was to develop and test a model of teacher professional development (TPD) which adds specific elements for altering teacher self-efficacies to existing FP7 IBST products. This model was tested for its usefulness in increasing participant self-efficacy as evidenced by short and long term quantitative measures as well as by evaluation of long terminquiry lessons. Workshops to promote IBST were conducted in five different countries. Each workshop included strategies for increasing participant’s self-efficacies. Pre and post assessments showed consistently improved personal self-efficacy scores in all of the workshops. In addition, and unlike other long-term studies of teachers, these self-efficacyscores did not significantly diminish over six months. The promotion of self-efficacy in TPD provides a consistent way of evaluating the impact of IBST workshops through the use of changes in self-efficacy.
AB - Teacher development aimed at increasing the use of inquiry based methods inschools is an important way to reach science learning goals. To this end, the EC has promoted inquiry based science teaching (IBST) within the Seventh Framework Program (FP7). One dimension, typically absent from the FP7 products, is the personal capacity belief of self- efficacy which has been shown to be important to personal behavioral change. The purpose of this research was to develop and test a model of teacher professional development (TPD) which adds specific elements for altering teacher self-efficacies to existing FP7 IBST products. This model was tested for its usefulness in increasing participant self-efficacy as evidenced by short and long term quantitative measures as well as by evaluation of long terminquiry lessons. Workshops to promote IBST were conducted in five different countries. Each workshop included strategies for increasing participant’s self-efficacies. Pre and post assessments showed consistently improved personal self-efficacy scores in all of the workshops. In addition, and unlike other long-term studies of teachers, these self-efficacyscores did not significantly diminish over six months. The promotion of self-efficacy in TPD provides a consistent way of evaluating the impact of IBST workshops through the use of changes in self-efficacy.
KW - Faculty of Science
KW - self-efficacy
KW - inquiry
KW - longterm
KW - teacher development
KW - long-term
M3 - Report chapter
VL - 2011
BT - Science Learning and Citizenship (Proceedings of ESERA 2011) Proceedings of the ESERA 2011 Conference
A2 - Viiri, Jouni
A2 - Couso, Digna
CY - France
ER -
ID: 44943912