Exploring and Comparing the Self-efficacy of Veteran Grade 4 Science Teachers in the use of Interactive Simulations for instruction.

• In Event: AERA Roundtable Session Sunday 11:45 am - Gold 1
  In Roundtable Session: Innovations in Teacher Learning: Cognitive Apprenticeship, Feedback, and Technology Integration

Abstract

This study will compare how veteran (>20 years teaching experience) grade 4 science teachers perceive their self-efficacy in integrating interactive simulations into their science instruction. Being grounded in both Bandura’s self-efficacy theory and TPACK framework, it sheds light on the influence of confidence, experience, and contextual factors on simulation integration. Teachers will be grouped into high and low self-efficacy, using an adapted Technology Integration Self-Efficacy comparative qualitative study design, followed by a semi-structured interview, lesson plan review, and thematic analysis. By identifying the factors that foster or hinder their use of simulation in the science classroom, targeted professional development programs can be recommended to promote effective strategies. Findings will contribute to science teachers’ self-efficacy literature and effective technology adoption strategies.

Authors

• Ehimwenma Orobator, University of Kentucky

• Lin Xiang, University of Kentucky