Teacher Self-Efficacy Implementing CT-Infused Elementary Science Lessons

• 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

In this concurrent triangulation mixed-methods study, we examined the impact professional development (PD) had on teachers' self-efficacy to implement CT-infused elementary science lessons using Bandura's four sources of self-efficacy: verbal persuasion, vicarious experiences, mastery experiences, and physiological and affective states. Data sources for this study included a survey (T-SelECTS), classroom observations, attendance during academic year PD, and focus groups. The results showed that PD sessions influenced teachers' self-efficacy in CT-infused elementary science lessons, although they were not statistically significant. Teachers' self-efficacy declined from year 1 to year 2, with no correlation between attendance of PD sessions, lesson observations, and more. This study contributes to understanding how teachers' self-efficacy changed and the impact self-efficacy had on CT-infused elementary science lessons.

Authors

• Francheska K. Figueroa, Arizona State University

• Ashley Coen, Hood College

• Diane Jass Ketelhut, University of Maryland

• Brian C. Nelson, Arizona State University

• Kristina Kramarczuk, University of Maryland

• Janice Mak, Arizona State University

• Lin Yan, Arizona State University

• Yue Xin, University of Maryland

• Ebony Terrell Shockley, University of Maryland

• Jeremy Bernier, Clemson University