The Impact of a Practice-Teaching Professional Development Model on Teachers' Inquiry Instruction and Inquiry Efficacy Beliefs

Autor/inn/en	Lotter, Christine R.; Thompson, Stephen; Dickenson, Tammiee S.; Smiley, Whitney F.; Blue, Genine; Rea, Mary
Titel	The Impact of a Practice-Teaching Professional Development Model on Teachers' Inquiry Instruction and Inquiry Efficacy Beliefs
Quelle	In: International Journal of Science and Mathematics Education, 16 (2018) 2, S.255-273 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-016-9779-x
Schlagwörter	Faculty Development; Inquiry; Middle School Teachers; Teacher Attitudes; Beliefs; Self Efficacy; Science Instruction; Educational Strategies; Models; Social Theories; Epistemology + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrstrategie; Analogiemodell; Gesellschaftstheorie; Erkenntnistheorie
Abstract	This study examined changes in middle school teachers' beliefs about inquiry, implementation of inquiry practices, and self-efficacy to teach science through inquiry after participating in a year-long professional development program. The professional development model design was based on Bandura's (1986) social cognitive theory of learning and literature on effective professional development. Using the Electronic Quality of Inquiry Protocol (EQUIP) before and after the program (Marshall, Smart & Horton, 2010), teachers' quality of inquiry instruction significantly increased across all 4 EQUIP factors. To assess teachers' inquiry teaching efficacy, the Teaching Science as Inquiry (TSI; Dira-Smolleck, 2004) instrument was administered 3 times to the teacher participants. Changes between time points of TSI administration were examined for personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. Findings for the personal self-efficacy scale showed statistically significant gains from pre-Institute to 1-year follow-up for all 5 inquiry features. Teachers' outcome expectancy beliefs significantly increased across the program for 3 of the 5 essential features of inquiry. The results indicate the effectiveness of the professional development model at increasing the participants' inquiry efficacy as well as the quality of their inquiry instruction. Our study provides evidence to support the need to include collaborative practice-teaching and reflection opportunities within professional development models that aim to increase teachers' use of inquiry-based instructional strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01