Using Multiple Sources to Evaluate the Impact of Professional Development on Self-Efficacy for Science Teachers

• In Event: Roundtable Session 4
  In Roundtable Session: Support the Teacher: Science Teacher Development

Abstract

This study utilized multiple methods to examine changes in two dimensions of efficacy, personal self-efficacy and outcome expectancy, for inquiry-based instructional practices of middle-level science teachers who participated in a year-long professional development (PD) course. Teachers completed a 69-item closed-ended instrument designed to measure efficacy for teaching science as inquiry and a survey that included open-ended items before and after the PD. Results from both instruments were analyzed to obtain a comprehensive assessment of change in the participants’ presentation on self-efficacy to teach science as inquiry. Quantitative results from the TSI instrument indicate an increase in participants’ perceived self-efficacy to implement science as inquiry after participating in the PD course, and qualitative results from open-ended survey items support these findings.

Authors

• Genine Lorraine Blue, University of South Carolina - Columbia

• Mary Rea, University of South Carolina - Columbia

• Yin Burgess, University of South Carolina

• Tammiee S. Dickenson, University of South Carolina - Columbia

• Heather B. Grohn, University of South Carolina

• Christine R. Lotter, University of South Carolina