Sources of Efficacy Information in an Inservice Program for Elementary Teachers

Autor/in	Palmer, David
Titel	Sources of Efficacy Information in an Inservice Program for Elementary Teachers
Quelle	In: Science Education, 95 (2011) 4, S.577-600 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20434
Schlagwörter	Feedback (Response); Intervention; Self Efficacy; Science Instruction; Teaching Methods; Teacher Effectiveness; Elementary School Science; Elementary School Teachers; Cognitive Development; Skill Development; Persuasive Discourse; Inservice Teacher Education; Faculty Development; Program Effectiveness; Teaching Skills; Observation; Mastery Learning; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kognitive Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Persuasion; Persuasive Kommunikation; Lehrerfortbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Beobachtung; Ausland; Australien
Abstract	Low teacher self-efficacy is an important factor constraining the teaching of science at the elementary level. This study was designed to investigate the effectiveness of particular sources of efficacy information for enhancing the science teaching self-efficacy of practicing elementary teachers. Twelve teachers participated in an intervention that was designed to provide them with cognitive mastery, enactive mastery, modeling, and verbal persuasion. Data were collected prior to, during, immediately after, and 2 years after the intervention. The results showed that increases in self-efficacy were mainly due to cognitive mastery (i.e., perceived success in understanding how to teach science) and in situ feedback (i.e., verbal persuasion given after observation of the teacher teaching his/her own class). (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10