A Scoping Review: K–12 STEM Teacher Professional Development Characteristics and Their Effect on Improving Teacher Self-Efficacy

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Teacher Self-Efficacy and Teacher Learning (Table 9)

Abstract

The present scoping review synthesizes evidence from 136 studies on teacher professional development (PD) characteristics and their impact on improving teacher self-efficacy (TSE) through experimental trials. The findings highlight the significant effect of STEM teacher PD on TSE, and identify commonly adopted STEM teacher PD features and frequently used instruments in TSE research. Additionally, the study synthesizes empirical evidence of STEM teacher PD’s contributions to sources of their self-efficacy. It also identifies a lack of PD specifically tailored for beginning STEM teachers, emphasizing the need for continuous support for both beginning and secondary STEM teachers. The paper discusses recommendations for enhancing STEM teacher self-efficacy and provides information for improving PD for policymakers, practitioners, and researchers.

Authors

• Xuan Zhou, Texas State University

• Lina Shu, Texas A&M University

• Tian Chen, Texas A&M University

• Zhihong Xu, Texas A&M University

• Yolanda N. Padron, Texas A&M University