Self and Collective Efficacy Perceptions during Project-Based Learning Implementation

• In Event: Variety of Approaches to Conducting Research in Curriculum Development

Abstract

Project-based learning (PBL) is a teaching method that has the potential to address the Common Core State Standards and 21st Century skills. I described four teachers’ experiences with implementing PBL in middle school science and its effects on teacher self- and collective-efficacy. Pre- and post-implementation administrations of the Science Teaching Efficacy Belief Instrument (STEBI) indicated that teachers’ overall self-efficacy did not change; however teachers experienced moments of changing self-efficacy, and high effort indicated high efficacy. Belief in the ability of the group indicated high collective efficacy. Some of the teachers had to adjust their concepts of teaching and learning. The findings are a call to school leaders to provide collegial support for implementing new curriculum and methods.

Author

• Chad Jeremy Clark, Southwestern City Schools/Ashland University