The impact of a professional development program integrating informal science education on early childhood teachers’ self-efficacy and beliefs about inquiry-based science teaching

Duran, Emilio; Ballone-Duran, Lena; Haney, Jodi J.; Beltyukova, Svetlana A.

doi:10.1007/bf03182357

Cited by 46 publications

(42 citation statements)

References 17 publications

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“…Participants’ confidence in targeted reform‐based practices increased significantly pre‐ to year‐end and their confidence was greater than those teachers in the control group. Similar findings exist for other investigations of PD to support inquiry (e.g., Brand & Moore, ; Duran, Ballone‐Duran, Haney, & Beltyukova, ; Lakshmanan et al, ; Sandholtz & Ringstaff, ). However, the majority of these studies employ a qualitative or quasi‐experimental design and focus on preservice teachers or secondary teachers.…”

Section: Discussionsupporting

confidence: 86%

The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction

et al. 2020

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Through a randomized controlled trial, this mixed-methods study evaluated changes in elementary science teachers' understandings, confidence, and classroom implementation of problem-based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD that teachers perceived facilitated these changes. Results indicated that following the PD, treatment teacher (n = 139) understandings of and confidence for teaching inquiry, NOS, and PBL were significantly greater than control teachers (n = 98) after controlling for preunderstandings and confidence. The effect sizes were large. Treatment teachers also incorporated significantly more PBL, inquiry, and NOS into their instruction.Modeling, microteaching with feedback and reflection, and inclassroom coaching facilitated teachers' confidence, understanding, and intention to implement the reform-based practices they learned. Implications for the understanding of the relationship between knowledge, confidence, and practice as well as elementary science teacher PD design are discussed. K E Y W O R D Selementary, RCT, reform-based instruction † Deceased.

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Section: Discussionsupporting

confidence: 86%

The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction

et al. 2020

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“…In particular, PD perceived to be closely aligned with teachers' own practice and with students' expected learning outcomes seems to have a higher impact on teachers' efficacy (Ingvarson, Meiers, & Beavis, 2005). There is evidence supporting the impact of both formal (Duran, Ballone-Duran, Haney, & Beltyukova, 2009) and informal PD activities (Rimm-Kaufman & Sawyer, 2004). In a study conducted with preschool teachers in United States, Guo, Justice, Sawyer, and Tompkins (2011) examined how teacher and classroom characteristics predicted teachers' sense of efficacy.…”

Section: Teacher Pd and Self-efficacymentioning

confidence: 99%

Preschool Teachers’ Engagement in Professional Development: Frequency, Perceived Usefulness, and Relationship with Self-Efficacy Beliefs

Múñez

Bautista

Khiu

et al. 2017

PSYE

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Enhancing the quality of early childhood education is currently a central goal for many countries. There is widespread agreement that providing preschool teachers with opportunities for professional development (PD) is one of the key ingredients to achieving such a goal. Little is known, however, about the frequency with which preschool teachers engage in the different types of PD activities and about how teachers themselves perceive the usefulness of these activities. Similarly, there is limited research on how participating in PD relates to teachers' self-efficacy beliefs. The present study addresses these gaps in the literature with data collected in a Southeast Asian country: Singapore. Participants were 97 Singapore preschool teachers. A survey composing of several scales was used to collect the data. We explored the frequency and perceived usefulness of seven formal PD activities and 19 informal PD activities, both collaborative and individual. Teachers' self-efficacy was measured with the 'Teacher Sense of Efficacy Scale' (TSES). Our findings showed that: 1) Participants engaged in informal PD (both collaborative and individual) more frequently than in formal PD; 2) There were positive correlations between frequency of participation and teachers' perceived usefulness for both formal and informal PD; and 3) High engagement in collaborative informal PD activities was a strong predictor of teachers' self-efficacy beliefs. These results indicate that work-embedded PD, both collaborative and individual, is highly important to Singapore preschool teachers. In order to enhance the impact and responsiveness of PD, we suggest that formal PD should be integrated as part of the informal PD activities in which teachers regularly engage. Limitations and lines for further research are discussed. 182Participación en Desarrollo Profesional de Maestros de Educación Infantil: Frecuencia, Utilidad Percibida y Relaciones con las Creencias de Autoeficacia RESUMEN: Mejorar la calidad de la educación infantil es una meta central en muchos países actualmente. Existe un acuerdo generalizado en que ofrecer oportunidades de desarrollo profesional docente (DPD) a los maestros/as es uno de los ingredientes principales para lograr dicho objetivo. Sin embargo, poco se sabe sobre la frecuencia con la que estos profesionales participan en iniciativas de DPD o sobre sus percepciones acerca de la utilidad de dichas iniciativas. Existe también poca investigación sobre las relaciones entre la participación en DPD y las creencias de auto-eficacia de estos profesionales. El presente estudio aborda estos vacíos en la literatura desde la perspectiva de un país del Sudeste Asiático: Singapur. Los participantes fueron 97 maestras de escuelas infantiles. Para recoger los datos, utilizamos una encuesta compuesta por varias escalas estandarizadas. Exploramos la frecuencia y la utilidad percibida de siete actividades de DPD formal y de 19 informal, tanto colectivas como individuales. Las creencias de auto-eficacia fueron analizadas mediante...

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“…Duran, Ballone-Duran, Haney, & Beltyukova, 2009;Linn, 1987;Piscitelli, 2000;Rakow & Bell, 1998;Samuelsson & Carlsson, 2008). Even back in the late 1980s, Linn stated that there was widespread agreement at a meeting at Berkeley, with distinguished mathematicians, scientists, and curriculum technology experts, that learners actively construct a coherent worldview based upon their personal observation and experience, and respond to formal instruction in terms of their preexisting intuitive knowledge.…”

Section: Theoretical Frameworkmentioning

confidence: 97%

3Hs Education: Examining hands-on, heads-on and hearts-on early childhood science education

İnan

Inan

2015

International Journal of Science Education

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Active engagement has become the focus of many early childhood science education curricula and standards. However, active engagement usually emphasizes getting children engaged with science solely through hands-on activities. Active engagement by way of hands, heads, and hearts are kept separate and rarely discussed in terms of getting all to work together, although inquiry-based education and student interest have been accepted as important in science education. The current study is an inquiry-based research. It aims to describe and examine projects and activity stations for preschoolers in a Turkish preschool classroom bringing together the pieces of the puzzle of science education, called here 'Hands-Heads-Hearts-on Science Education'. The study, conducted from a qualitative-interpretivist paradigm, reveals that activity stations and projects create a context for hands-on (active engagement), heads-on (inquiry based or mentalengagement), and hearts-on (interest based) science education. It is found that activity stations and projects, when maintained by appropriate teacher-support, create a playful context in which children can be actively and happily engaged in science-related inquiry.

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The impact of a professional development program integrating informal science education on early childhood teachers’ self-efficacy and beliefs about inquiry-based science teaching

Cited by 46 publications

References 17 publications

The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction

The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction

Preschool Teachers’ Engagement in Professional Development: Frequency, Perceived Usefulness, and Relationship with Self-Efficacy Beliefs

3Hs Education: Examining hands-on, heads-on and hearts-on early childhood science education

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