‘It’s more than a prop’: Professional development session strategies as sources of teachers’ self-efficacy and motivation to teach outside the classroom

Glackin, Melissa

doi:10.1080/19415257.2018.1490917

Cited by 16 publications

(8 citation statements)

References 42 publications

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“…The added value of this is knowledge of which sources are relatively the most important when the impact of other sources is controlled for. Often the focus has been primarily on mastery experiences (Glackin, 2018). While valuable, because its importance was also corroborated in our study, this should not be the sole focus, as we found that positive emotions also influenced self-efficacy.…”

Section: Implications For Researchsupporting

confidence: 72%

“…More specifically, there are hardly any studies that have investigated all sources simultaneously and have quantitatively assessed the degree to which they make an independent contribution to self-efficacy (Morris, Usher & Chen, 2017). Hence, there is a need for more research that includes all sources (Glackin, 2018). Second, there is a lack of research into the fourth source of self-efficacy: physiological and affective states (Morris & Usher, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

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Preparing Science Undergraduates for a Teaching Career: Sources of Their Teacher Self-Efficacy

Rooij

Fokkens-Bruinsma

Goedhart

2019

The Teacher Educator

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One of the causes of the science teacher shortage is the low enrollment in science teacher education. In the Netherlands, science undergraduates can enroll in a half-year teaching course that leads to a teacher qualification for junior secondary education. The goal is that these undergraduates continue in teacher education to obtain a full qualification. The present study investigated how self-efficacy was related to continuing in teacher education, and to commitment, perceived workload, and stress. Moreover, we investigated how mastery experiences, vicarious experiences, social persuasions, and emotional states influenced self-efficacy. Findings based on 69 science undergraduates showed that self-efficacy was positively related to commitment and negatively to workload and stress, but unrelated to continuing in teacher education. Mastery experiences and positive emotional states explained variance in self-efficacy. We call for more research that investigates all sources of self-efficacy and for more attention to preservice teachers' emotional states in research and practice.

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Section: Implications For Researchsupporting

confidence: 72%

Section: Literature Reviewmentioning

confidence: 99%

Preparing Science Undergraduates for a Teaching Career: Sources of Their Teacher Self-Efficacy

Rooij

Fokkens-Bruinsma

Goedhart

2019

The Teacher Educator

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“…Also, for in-service teachers, the roles of non-cognitive skills are recognised. This is evident with a large number of professional development programs designed to enhance teachers' non-cognitive skills such as self-efficacy (Stevens et al, 2013;Glackin, 2019), motivation (Cheon et al, 2018) and adaptability (Parsons et al, 2016). The implicit nature of the 6 th standard of the APST, engage in professional learning, allows educational practitioners to develop their non-cognitive skills as they are required to 'engage in professional learning and improve practice' (AITSL, 2011b, p. 20) and 'apply professional learning and improve student learning' (AITSL, 2011b, p. 21).…”

Section: Critical Review Of the Australian Professional Standards For …mentioning

confidence: 99%

Critical Review of the Australian Professional Standards for Teachers: Where are the non-Cognitive Skills?

Teng¹,

Alonzo²

2023

INT J INSTRUCTION

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Teaching professional standards are considered an essential tool for teacher preparation, recruitment, development, and promotion. In Australia, this is known as the Australian Professional Standards for Teachers (APST), a public statement of what constitutes teacher quality. The high-stakes nature of these standards shapes teacher practices and policies, influencing teacher preparation, selection and accreditation. However, these standards have strong criticisms due to their reductive function and lack of holistic representation of effective teachers. We used Bacchi's ( 2009) "What's the problem represented to be?" (WPR) approach to analyse the APST to contribute to understanding how teaching standards should be framed as they significantly influence selection, preparation, retention and accreditation for both pre-and in-service teachers. We outlined some policy recommendations based on the results of our analysis.

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“…Another example of the student hat structure is a study on an outdoor teaching PD for science teachers (Glackin, 2019). This study calls the structure “simulated modeling,” but describes how that involved engaging teachers in the outdoor activities they might facilitate for students so that teachers could experience what it felt like from the student perspective to learn science outdoors.…”

Section: Defining the Student Hat In Teacher Professonal Developmentmentioning

confidence: 99%

The student hat in professional development: Building epistemic empathy to support teacher learning

Lowell

2023

Science Education

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Professional development (PD) can support science teachers to learn about instructional reforms, but more work needs to be done on broadening our understanding of how specific PD activities support teacher learning. One understudied PD activity is the student hat: when teachers engage in student learning activities while considering ideas, language, and feelings students might have to build their empathy for how student experience reform instruction. Little is known about if and how student hat activities support teacher learning. I conducted a single embedded case study of a 2.5‐day PD for middle school science teachers using the OpenSciEd curriculum. I interviewed 12 participants to understand how they perceived the student hat activities and analyzed 36 hours of PD video, focusing specifically on moments in which participants struggled to act in student hat, to gain insights on how it helped them to learn. Teachers found student hat difficult, but it helped them better understand science ideas, their students, and the instructional approach. These learning outcomes likely occurred because of two mechanisms: creating a safe environment to be wrong and building epistemic empathy with students. By allowing teachers to feel safe expressing confusion with content ideas, the student hat helped teachers to build their science understanding. Developing teachers' epistemic empathy for students helped them to understand how students might think and feel while engaging in reform instruction.

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‘It’s more than a prop’: Professional development session strategies as sources of teachers’ self-efficacy and motivation to teach outside the classroom

Cited by 16 publications

References 42 publications

Preparing Science Undergraduates for a Teaching Career: Sources of Their Teacher Self-Efficacy

Preparing Science Undergraduates for a Teaching Career: Sources of Their Teacher Self-Efficacy

Critical Review of the Australian Professional Standards for Teachers: Where are the non-Cognitive Skills?

The student hat in professional development: Building epistemic empathy to support teacher learning

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