Sources of efficacy information in an inservice program for elementary teachers

Palmer, David

doi:10.1002/sce.20434

Cited by 88 publications

(95 citation statements)

References 63 publications

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“…Teachers better understanding of pedagogical concepts also serves to deepen mastery experiences (Palmer, 2011) which, Bandura (1997 notes is the most important source for raised self-efficacy. Hence, the findings support Palmer's concept that to fully enhance self-efficacy, mastery experiences are not only accessed through teaching the activities (enactive mastery) but also through understanding the theories of the pedagogical strategy chosen (cognitive mastery).…”

Section: Discussionmentioning

confidence: 99%

“…Mastery experiences have been consistently identified as the most influential source of self-efficacy (for example, Bandura, 1997). Going further, Palmer (2006Palmer ( , 2011 proposed that teachers could access mastery experiences through both teaching the activities, that is enactive mastery, and through understanding the theories underpinning the programme, that is cognitive mastery. As this study took place during a professional development programme, it was important to establish an awareness of how the sources and strategies might influence teachers' beliefs and self-efficacy.…”

Section: Self-efficacy and Pedagogymentioning

confidence: 99%

“…I acknowledge that 'confidence' is a 'non-descript term that refers to strength of belief but does not necessarily specify what the certainty is about' (Bandura, 1997, p. 382). However, other studies use 'confidence' asserting that compared to self-efficacy the word is more widely understood among teachers (Palmer, 2011).…”

Section: Data Sources and Collectionsmentioning

confidence: 99%

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‘Risky fun’ or ‘Authentic science’? How teachers’ beliefs influence their practice during a professional development programme on outdoor learning

Glackin

2016

International Journal of Science Education

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Teaching outdoors has been established as an important pedagogical strategy, however science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire, yet little is understood as to why teachers make these different pedagogical decisions. This paper explores the relationship between secondary science teachers' beliefs and their pedagogical practice during a two-year professional development programme associated with the 'Thinking Beyond the Classroom' project. Using data from lesson observations, interviews, session questionnaires and field notes, six teacher case studies were developed from participants completing the programme. Data analysis reveals that teachers who successfully taught outside generally held social constructivist beliefs about learning and valued 'authentic' science opportunities. Conversely, teachers who were less successful in teaching outside generally held traditional learning beliefs and simply valued the outdoors for the novelty and potential for fun. All the case study teachers were concerned about managing student learning outside, and for the majority, their concerns influenced their subsequent pedagogical practice. The findings are discussed in detail, as are the implications for pre-service and in-service professional development programmes related to outdoor science learning.3

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Section: Discussionmentioning

confidence: 99%

Section: Self-efficacy and Pedagogymentioning

confidence: 99%

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‘Risky fun’ or ‘Authentic science’? How teachers’ beliefs influence their practice during a professional development programme on outdoor learning

Glackin

2016

International Journal of Science Education

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“…Our research centred on exploring the extent to which teachers make sense of and thereafter operationalise the concept of science capital in their teaching. In other words we sought to examine the teachers' acquisition of both cognitive and enactive mastery (Palmer, 2011) with respect to science capital. We framed our investigation around two questions:…”

Section: The Studymentioning

confidence: 99%

Teachers’ Understanding and Operationalisation of ‘Science Capital’

King

Nomikou

Archer

et al. 2015

International Journal of Science Education

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Across the globe, governments, industry and educationalists are in agreement that more needs to be done to increase and broaden participation in post-16 science. Schools, and teachers, are seen as key in this effort. Previous research has found that engagement with science, inclination to study science, and understanding of the value of science strongly relates to a student's science capital. This paper reports on findings from the pilot year of a one-year professional development (PD) programme designed to work with secondary school teachers to build students' science capital. The PD programme introduced teachers to the nature and importance of science capital and thereafter supported them to develop ways of implementing science capital-building pedagogy in their practice.The data comprises interviews with the participating teachers (n=10), observations of classroom practices, and analyses of the teachers' accounts of their practice. Our findings suggest that teachers found the concept of science capital to be compelling and to resonate with their own intuitive understandings and experiences. However, the ways in which the concept was operationalised in terms of the implementation of pedagogical practices varied. The difficulties inherent in the operationalisation are examined and recommendations for future work with teachers around the concept of science capital are developed.

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“…While some studies have found that teachers with high efficacy for science teaching have a strong background in science content and use more child centred teaching strategies (deLaat & Watters, 1995) and that professional development aimed at increasing teachers' science content knowledge has a positive impact on efficacy (Swackhamer, Koellner, Basile & Kimbrough, 2009), efficacy for teaching primary science is still not completely understood. Despite research in this field spanning twenty years, Palmer (2011) contends that lack of efficacy for teaching science is "still very much alive" (p. 2).…”

Section: Introductionmentioning

confidence: 99%