High-Quality Professional Development to Increase Elementary Teachers’ Sense of Self-Efficacy in Science Teaching

• In Event: Poster Session 20
  In Poster Session: Exploring Science Education

Abstract

Science teaching at the elementary level is often seen as a challenge by many teachers. As such, professional development that increases teachers’ sense of self-efficacy in science teaching is needed. This paper describes such a professional development where teachers were engaged in a Learning Community (LC) in Ontario, Canada. Influence of the LC on teachers’ sense of self-efficacy (general and science), and perceived outcomes of the LC to explain such gain in confidence, are presented. There was an increase in teachers’ sense of self-efficacy and science teaching efficacy beliefs, because LC is seen as a place to share ideas and develop new practices. Our research is a step towards improving quality science education in Canadian classrooms by sharing best practices.

Authors

• Liliane Dionne, University of Ottawa

• Lorraine Savoie-Zajc, University of Quebec - Outaouais

• Geneviève Paris, University of Ottawa

• Christine Couture, University of Quebec - Chicoutimi

• Francine L. Hart, University of Ottawa