Abstract
Teacher development aimed at increasing the use of inquiry based methods in
schools is an important way to reach science learning goals. To this end, the EC has promoted inquiry based science teaching (IBST) within the Seventh Framework Program (FP7). One dimension, typically absent from the FP7 products, is the personal capacity belief of self- efficacy which has been shown to be important to personal behavioral change. The purpose of this research was to develop and test a model of teacher professional development (TPD) which adds specific elements for altering teacher self-efficacies to existing FP7 IBST products. This model was tested for its usefulness in increasing participant self-efficacy as evidenced by short and long term quantitative measures as well as by evaluation of long terminquiry lessons. Workshops to promote IBST were conducted in five different countries. Each workshop included strategies for increasing participant’s self-efficacies. Pre and post assessments showed consistently improved personal self-efficacy scores in all of the workshops. In addition, and unlike other long-term studies of teachers, these self-efficacy
scores did not significantly diminish over six months. The promotion of self-efficacy in TPD provides a consistent way of evaluating the impact of IBST workshops through the use of changes in self-efficacy.
schools is an important way to reach science learning goals. To this end, the EC has promoted inquiry based science teaching (IBST) within the Seventh Framework Program (FP7). One dimension, typically absent from the FP7 products, is the personal capacity belief of self- efficacy which has been shown to be important to personal behavioral change. The purpose of this research was to develop and test a model of teacher professional development (TPD) which adds specific elements for altering teacher self-efficacies to existing FP7 IBST products. This model was tested for its usefulness in increasing participant self-efficacy as evidenced by short and long term quantitative measures as well as by evaluation of long terminquiry lessons. Workshops to promote IBST were conducted in five different countries. Each workshop included strategies for increasing participant’s self-efficacies. Pre and post assessments showed consistently improved personal self-efficacy scores in all of the workshops. In addition, and unlike other long-term studies of teachers, these self-efficacy
scores did not significantly diminish over six months. The promotion of self-efficacy in TPD provides a consistent way of evaluating the impact of IBST workshops through the use of changes in self-efficacy.
| Original language | English |
|---|---|
| Title of host publication | Science Learning and Citizenship (Proceedings of ESERA 2011) Proceedings of the ESERA 2011 Conference : Part 13 : In-service science teacher education |
| Editors | Jouni Viiri, Digna Couso |
| Volume | 2011 |
| Place of Publication | France |
| Publication date | 2012 |
| Chapter | Part 13 |
| ISBN (Electronic) | ISBN 978-9963-700-44-8 |
| Publication status | Published - 2012 |
Keywords
- Faculty of Science
- self-efficacy
- inquiry
- longterm
- teacher development
- long-term