Elementary and secondary teacher self-efficacy for teaching and pedagogical conceptual change in a drama-based professional development program
Elementary and secondary teacher self-efficacy for teaching and pedagogical conceptual change in a drama-based professional development program
复制标题
基于戏剧的专业发展计划中中小学教师教学自我效能感和教学理念转变
DOI：
10.1016/j.tate.2012.10.010
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发表时间：
2013
影响因子：
3.9
通讯作者：
Kathryn M. Dawson
中科院分区：
文献类型：
--
作者：
B. Lee;S. Cawthon;Kathryn M. Dawson
This mixed-methods research study explores the potential relationship between the teacher self-efficacy and pedagogical conceptual change. The study context was a drama-based instruction professional development model that specifically sought to facilitate pedagogical conceptual change. Significant differences were present between elementary and secondary teachers in self-efficacy for teaching and in pedagogical conceptual change. However, self-efficacy did not predict conceptual change. The independent variable (elementary and secondary teachers) was a significant moderator between years teaching experience and self-efficacy. We discuss the significance of these findings in light of teacher training and teacher effectiveness.
