The Enhancement Function of Staff Development: Organizational and Psychological Antecedents to Individual Teacher Change

Smylie, Mark A.

doi:10.2307/1163157

Cited by 99 publications

(123 citation statements)

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“…Ernest (1989) concluded that teachers' beliefs are useful in understanding and predicting how teachers make decisions about teaching. He and others argue that "understanding teachers' belief structure is essential to improving their professional preparation and teaching practices" (Ernest, 1989, p. 307; see also Smylie, 1988). Teachers holding constructivist beliefs were more likely to detect students' alternative conceptions; to have a richer repertoire of teaching strategies, and to value and use more effective strategies for inducing student conceptual change than did teachers holding empiricist beliefs (Hashweh, 1996).…”

Section: Literature Reviewmentioning

confidence: 99%

Opportunities and challenges of China?s inquiry-based education reform in middle and high schools: Perspectives of science teachers and teacher educators

Zhang

Krajcik

Sutherland

et al. 2005

Int J Sci Math Educ

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ABSTRACT. Consistent with international trends, an emergent interest in inquiry-based science teaching and learning in K-12 schools is also occurring in China. This study investigates the possibilities for and the barriers to enactment of inquiry-based science education in Chinese schools. Altogether 220 Chinese science teachers, science teacher educators and researchers (primarily from the field of chemistry education) participated in this study in August 2001. Participants represented 13 cities and provinces in China. We administered two questionnaires, one preceding and one following a 3-hour presentation by a US science educator and researcher about inquiry-based teaching and learning theories and practices. In each of three sites in which the study was conducted (Shanghai, Guangzhou and Beijing), questionnaires were administered, and four representative participants were interviewed. Our coding and analysis of quantifiable questionnaire responses (using a Likert scale), of open-ended responses, and of interview transcripts revealed enthusiastic interest in incorporating inquiry-based teaching and learning approaches in Chinese schools. However, Chinese educators face several challenges: (a) the national college entrance exam needs to align with the goals of inquiry-based teaching; (b) systemic reform needs to happen in order for inquiry-based science to be beneficial to students, including a change in the curriculum, curriculum materials, relevant resources, and teacher professional development; (c) class size needs to be reduced; and (d) an equitable distribution of resources in urban and rural schools needs to occur.

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Section: Literature Reviewmentioning

confidence: 99%

Opportunities and challenges of China?s inquiry-based education reform in middle and high schools: Perspectives of science teachers and teacher educators

Zhang

Krajcik

Sutherland

et al. 2005

Int J Sci Math Educ

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“…First, as stated above, we fall in with an increasingly long line of scholars who assume that the practice of teaching is infused with moral and ethical considerations (Campbell, 2003;Fenstermacher, 1990;Hansen, 2001;Tom, 1984) and that teachers, whether they know it or not, engage in the moral and character education of the students in their classrooms (Berkowitz, 2002;Noddings, 2002). Second, we assume, in the constructivist tradition, that effective teaching is informed by prior beliefs, and that attending to these prior beliefs in teacher education is important when learning how to teach (Raths & McAninch, 2003;Richardson, 1996Richardson, , 2003Richardson & Placier, 2001;Smylie, 1988;Tobin, 1990). Finally, we believe that the prevailing educational ideology (Sanger, 2012)-with its myopic focus on high stakes testing as a result of contemporary accountability reform efforts-is detrimental to the broader, moral purposes of schooling (Biesta, 2009(Biesta, , 2010Fenstermacher & Richardson, 2010;Rothstein, Jacobsen, & Wilder, 2008) and that the practice of teaching and teacher education ought to be informed by these moral purposes.…”

mentioning

confidence: 99%

The Moral Nature of Teacher Candidate Beliefs About the Purposes of Schooling and Their Reasons for Choosing Teaching as a Career

Osguthorpe

Sanger

2013

Peabody Journal of Education

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“…Otros trabajos ponen de manifiesto que una alta autoeficacia de los profesores, se relaciona con un aumento del logro de sus estudiantes, una baja autoeficacia con el desgaste y estrés profesional (Ashton, 1985;Ashton y Webb, 1986;Berman y McLaughlin, 1977;Guskey, 1984;Jones y Carter, 2007;Smylie, 1988).…”

Section: Antecedentesunclassified

“…Otros trabajos al respecto señalan que una alta autoeficacia de los profesores, se relaciona con un aumento del logro de sus estudiantes (Ashton, 1985;Ashton y Webb, 1986;Berman y McLaughlin, 1977), actitudes positivas en la enseñanza y un aumento de prácticas innovadoras en el proceso de enseñanza (Berman y McLaughlin, 1977;Guskey, 1984;Smylie, 1988). Además, también señalan que la baja autoeficacia del profesor está relacionada con el desgaste y el estrés profesional, así como con numerosos comportamientos negativos en la clase y con creencias erróneas respecto al contenido científico (Jones y Carter, 2007).…”

Section: Conclusionesunclassified

Programa De Intervención Para La Mejora De Las Creencias De Autoeficacia en Las Clases De Ciencias Intervention Program to Improve the Self-Efficacy Beliefs in Science Classes

Mero¹,

Cortés²,

García³

et al. 2016

Revista INFAD de Psicología

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This paper offers the description about a intervention program designed as a result of a study about the affective domain aroused in prospective Primary teachers in their initial teacher education during their science classes, with the result of negative self-efficacy beliefs. The aim is an improving of the self-efficacy beliefs in their science teaching practices, as of some activities in three timeframes: before, during and after their practices in the schools. The total sample was 11 prospective Primary teachers. The results showed that there is a relationship between the beliefs as students and as teachers, as well as an improvement in the self-efficacy believes as science teachers after a metacognitive emotional intervention program. The findings show the importance of the affective domain and of the emotional training in the teachers teaching.Keywords: Self-Efficacy, Teaching science, Initial teaching education. RESUMENEste trabajo ofrece la descripción de un programa de intervención diseñado a raíz del estudio sobre el dominio afectivo en los maestros de Primaria en formación inicial en sus clases de ciencias, protagonizado por unas bajas creencias de autoeficacia. El objetivo es una búsqueda en la mejora de las creencias de autoeficacia en sus prácticas docentes de ciencias a partir de una serie de actividades realizadas en tres momentos temporales: antes, durante y después del periodo de prácticas en los centros escolares. La muestra total ha sido de 11 sujetos de tercer curso de Magisterio, especialidad Primaria. Los resultados muestran que hay una relación entre las creencias como aprendices y como docentes de ciencias, existiendo en general una mejora de las creencias de autoeficacia como docentes de ciencias tres un programa metacognitivo de intervención emocional. Los hallazgos muestran la importancia del dominio afectivo y de la formación emocional en la enseñanza de maestros.Palabras clave: Auto-eficacia, Enseñanza de las ciencias, Formación inicial de maestros.

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The Enhancement Function of Staff Development: Organizational and Psychological Antecedents to Individual Teacher Change

Cited by 99 publications

References 0 publications

Opportunities and challenges of China?s inquiry-based education reform in middle and high schools: Perspectives of science teachers and teacher educators

Opportunities and challenges of China?s inquiry-based education reform in middle and high schools: Perspectives of science teachers and teacher educators

The Moral Nature of Teacher Candidate Beliefs About the Purposes of Schooling and Their Reasons for Choosing Teaching as a Career

Programa De Intervención Para La Mejora De Las Creencias De Autoeficacia en Las Clases De Ciencias Intervention Program to Improve the Self-Efficacy Beliefs in Science Classes

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