Impact of Discipline-Specific Science Knowledge and Teaching Efficacy on Instructional Practices of In-Service Elementary Teachers

• In Event: AERA Graduate Student Research in Progress Roundtable Session One
  In Roundtable Session: Teaching Science: Practitioner Knowledge, Self-Efficacy, and Retention (Table 16)

Abstract

This study examines how in-service elementary teachers' life and physical science subject matter knowledge and science teaching efficacy relate to their discipline-specific instructional practices. Findings stem from interviews of teachers who were selected according to preliminary subject matter knowledge and teaching efficacy survey scores. By understanding a relationship between discipline-specific subject matter knowledge, science teaching efficacy, and a teacher's classroom instructional approaches, professional development researchers can better target the support of increasing science teacher knowledge and efficacy to improve classroom science instruction.

Author

• Douglas Ball, Davis School District
  Presenting Author