The impact of science content and professional learning communities on science teaching efficacy and standards‐based instruction

Abstract

This study examines the impact of standards-based professional development on teacher efficacy and instructional practice of elementary and middle school science teachers. Professional development activities were conducted over a period of 3 years and included content courses as well as teacher involvement in professional learning communities. Teacher efficacy was assessed at five time points using the Science Teacher Efficacy Beliefs Instrument (STEBI), and instructional practice was evaluated at four time points with classroom observations using the Reformed Teaching Observation Protocol (RTOP). Results indicate that there was significant growth in teacher self-efficacy but not in outcome expectancy. There was also significant growth in the extent to which teachers implemented inquiry-based instruction in the classroom. Additionally, a positive correlation was observed between changes in self-efficacy and changes in the use of inquiry-based instructional practice. These results are discussed in terms of a model of teacher learning wherein changes in teacher beliefs and changes in classroom practice mutually influence each other, and also in terms of the impact of collaboration on teacher efficacy and practice. ß

Examining the Durability of Environmental Education Self-Efficacy Beliefs in Preservice Teaching

“…Also, inquiry-based instruction is considered a major factor influencing elementary preservice teacher self-efficacy and outcome expectancy (Narayan & Lamp, 2010). Furthermore, changes in self-efficacy are positively correlated with changes in the use of inquiry-based instructional practice among elementary and middle school science teachers (Lakshmanan, Heath, Perlmutter, & Elder, 2011). However, students might not benefit from inquiry learning experiences uniformly (Avery & Meyer, 2012).…”

Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills

“…Day and Gu 2007, p. 439), much like Coldwell (2017, p. 190) (cf. also Ross and Bruce 2007;Lakshmanan et al 2011); other researchers, however, suggest student achievement and progress as units of measurement. Avalos (2011, p. 10), for instance, indicates that the professional development of teachers involves "teachers learning, learning how to learn, and transforming their knowledge into practice for the benefit of their students' growth" (cf.…”

Effects of the learning assistant model on teacher practice

“…The analysis described above follows the RTOP analysis described in the RTOP reference manual [47], previous RTOP studies [16,[49][50][51], and other educational studies [52][53][54]. While this method provides a succinct summary of the quantitative data collected during each observation, it overlooks a key feature of this type of data.…”