Profiles of Middle School Science Teachers: Accounting for Cognitive and Motivational Characteristics

• In Event: AERA Poster Session 14
  In Poster Session: Trends and Issues in Science Education

Abstract

Teachers play a critical role in successfully implementing science education reforms; however, differentiated ways in which teachers make decisions about their science teaching are not well understood. Latent profile analysis was applied to examine how cognitive (pedagogical content knowledge; PCK) and motivational (goal orientations, self-efficacy, reform values) characteristics combine to form unique profiles. Predictors of profile membership (teachers’ Bachelor’s degree, school% FRL) and teacher (science instructional practices) and student (science achievement, engagement) outcomes related to the profiles were examined. Five science teacher profiles were identified. The profiles were significantly related to science instruction (communication, discourse, and reasoning) and to students’ science engagement and achievement. Implications for differentiated approaches to teacher professional learning and supports for science instruction are discussed.

Authors

• Christine Lee Bae, Virginia Commonwealth University

• Kathryn N. Hayes, California State University - East Bay

• Morgan DeBusk-Lane, Virginia Commonwealth University