In-Service Elementary Science and Engineering Teaching Self-Efficacy: Trends and Gaps in the Literature

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: It's Elementary (and Middle) Science Education (Table 33)

Abstract

Elementary teachers often have low self-efficacy for teaching science and engineering, and a range of professional development experiences have been designed to support teaching self-efficacy. We synthesized the existing research on inservice teacher professional development to identify trends and gaps in the literature. Findings reveal that while existing research suggests that professional development opportunities can support elementary teachers’ science and engineering teaching self-efficacy, significant gaps in the literature remain. It is unclear why some professional development experiences support improved self-efficacy while others do not, and it is difficult to disentangle the effects of the many factors that may relate to self-efficacy within these studies. Recommendations for future research are described.

Authors

• Sarah A. Haines, Towson University

• Jeanna R. Wieselmann, Southern Methodist University

• Deepika Menon, University of Nebraska - Lincoln

• Sumreen Asim, Indiana University - Southeast