Longitudinal Study of Middle Grades Chemistry Professional Development: Enhancement of Personal Science Teaching Self-Efficacy and Outcome Expectancy
Longitudinal Study of Middle Grades Chemistry Professional Development: Enhancement of Personal Science Teaching Self-Efficacy and Outcome Expectancy
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中年级化学专业发展的纵向研究：个人科学教学自我效能感和结果期望的增强
DOI：
10.1023/b:jste.0000047083.14197.b8
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发表时间：
2004
影响因子：
1.9
通讯作者：
Doris Simonis
中科院分区：
文献类型：
--
作者：
Claudia Khourey;Doris Simonis
这项研究的目的是通过将特定的设计元素纳入专业发展，以增强中级教师的自我效能信念，化学内容和教学内容知识。这项研究分析了计划设计对个人科学教学自我效能，预期，化学含量和教学内容知识的影响（n = 135）的影响。每个队列中的自我效能感在.01的自我效能感产生了重大变化，在1、2和4 at .01的队列中，个人科学教学的自我效能显着提高，并且在1.01中，预期结果显着提高。在队列4中，.05。增强个人科学教学自我效能和预期成果的专业发展对于为所有学生实现科学素养至关重要。
The purpose of this research was to enhance self-efficacy beliefs, chemistry content, and pedagogical content knowledge of middle grades teachers by incorporating specific design elements into professional development. This study analyzed the influence of program design on achieving gains in personal science teaching self-efficacy, outcome expectancy, chemistry content, and pedagogical content knowledge in 4 discrete cohorts (N = 135). Significant changes were produced in self-efficacy at .01 in each cohort, personal science teaching self-efficacy was significantly enhanced in Cohorts 1, 2, and 4 at .01, and outcome expectancy was significantly enhanced in Cohorts 1 and 3 at .01 and in Cohort 4 at .05. Professional development that enhances personal science teaching self-efficacy and outcome expectancy should be recognized as essential to achieving scientific literacy for all students.