Professional Development Programs for Elementary Science Teachers: An Analysis of Teacher Self-Efficacy Beliefs and a Professional Development Model
Professional Development Programs for Elementary Science Teachers: An Analysis of Teacher Self-Efficacy Beliefs and a Professional Development Model
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基础科学教师的专业发展计划：教师自我效能信念和专业发展模型的分析
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发表时间：
2002
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通讯作者：
Tracy J. Posnanski
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作者：
Tracy J. Posnanski
《国家科学教育标准》提出了学习和教学的愿景，促进了为学生创造教育机会的必要性，使他们具备科学素养。这一愿景中包含这样一种观点，即教师是专业人士，他们参与有关促进学生学习的持续决策过程。与其他专业人员进行的持续培训和发展相比，高效的科学教师需要在整个职业生涯中不断发展技能。随着当代科学教学和学习观念的变化，教师也必须有机会学习和参与推动这些变革的理论和研究。当前基于标准的教育改革工作要求“……科学教学方式发生实质性改变；专业发展实践也需要发生同样实质性的改变”（国家研究委员会，1996 年，第 56 页）。本研究的重点是通过从基础科学教师在职课程中获得的数据来分析专业发展计划。该专业发展计划以科学教师生物科学课程研究（BSCS）在职计划的材料为基础，题为《小学科学教学决策》。除了 BSCS 在职材料之外，参与者在项目期间还包括并使用当地学区的课程材料。在职项目本身是根据 Haney、Czerniak 和 Lumpe (1996) 开发的基于研究的科学教师专业发展模型设计的。该模型的各个组成部分的纳入，以及旨在增强参与教师自我效能信念发展的策略的使用（Bandura，1997）是在职计划设计和实施的基础。
The National Science Education Standards present visions for learning and teaching which promote the need for establishing educational opportunities for students that enables them to become scientifically literate. Included within this vision is the viewpoint that teachers are professionals who engage in constant decision-making processes regarding the facilitation of student learning. Comparable to the on-going training and development undertaken by other professionals, effective teachers of the sciences need continuous skill development throughout their careers. As contemporary ideas of both science teaching and learning change, so too must teachers have opportunities to study and engage in the theories and research that drive these reformative changes. Current, standards based, educational reform efforts require “...a substantive change in how science is taught; an equally substantive change is needed in professional development practices” (National Research Council, 1996, p.56). This study focused on an analysis of professional development program via data obtained from an in-service course for elementary science teachers. The professional development program was based on adapted materials from Biological Science Curriculum Study (BSCS) in-service program for science teachers entitled Decisions in Teaching Elementary School Science. In addition to the BSCS inservice materials, local school district curricular materials were included and used by the participants during the program. The in-service program itself was designed on a research-based model of professional development of science teachers developed by Haney, Czerniak and Lumpe (1996). The inclusion of various components of the model, as well as the use of strategies geared to enhance the development of participating teachers’ self-efficacy beliefs (Bandura, 1997), were the foundation of the design and implementation of the in-service program.