Tool trouble: Challenges with using self‐report data to evaluate long‐term chemistry teacher professional development
Tool trouble: Challenges with using self‐report data to evaluate long‐term chemistry teacher professional development
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工具麻烦：使用自我报告数据评估长期化学教师专业发展的挑战
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Senetta F. Bancroft
中科院分区：
文献类型：
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作者：
Deborah G. Herrington;Ellen J. Yezierski;Senetta F. Bancroft
本研究的目的是比较不同的工具，独立开发和传统上用于测量科学教师的信念在短期干预，纵向测量教师的信念变化的能力。我们比较了三种自我报告工具（科学教学效能信念工具A [STEBI]，科学教学探究工具[TSI]，探究教学信念工具[ITB]）和一种观察工具（改革后的教学观察协议[RTOP]）适当测量高中化学教师从事两年半的专业发展计划的信念的能力。总的来说，我们的研究结果，从这四个工具，在三个不同的队列的教师（N = 16），表明教师信念的冲突变化。例如，STEBI表明教师的自我效能感保持不变或增加，而TSI表明在整个PD程序的自我效能感同时下降。此外，ITB似乎表明教师的调查知识减少，而他们的访谈数据和RTOP分数表明，他们的知识和能力，制定基于调查的做法同时增加。我们调和这些相互矛盾的结果，并讨论这些研究结果的影响，有效和可靠地测量科学教师的信念变化在较长的持续时间PD。© 2016 Wiley Periodicals，Inc. J Res Sci Teach 53：1055-1081，2016
The purpose of this study was to compare the ability of different instruments, independently developed and traditionally used for measuring science teachers’ beliefs in short-term interventions, to longitudinally measure teachers’ changing beliefs. We compared the ability of three self-report instruments (Science Teaching Efficacy Belief Instrument Form A [STEBI], Teaching of Science as Inquiry instrument [TSI], Inquiry Teaching Beliefs instrument [ITB]) and one observational instrument (Reformed Teaching Observation Protocol [RTOP]) to appropriately measure high school chemistry teachers’ beliefs as they engaged in a two and a half year professional development program. Collectively our findings from these four instruments, across three separate cohort of teachers (N = 16), indicated conflicting changes in teacher beliefs. For example, the STEBI indicated teachers’ self-efficacy remained unchanged or increased while the TSI indicated a concurrent decrease in self-efficacy throughout the PD program. Additionally, the ITB seemed to indicate a decrease in teachers’ knowledge of inquiry while their interview data and RTOP scores indicated a concurrent increase in their knowledge of and ability to enact inquiry-based practices. We reconcile these conflicting results and discuss the implications these findings have for validly and reliably measuring science teacher belief changes within longer duration PD. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 53:1055–1081, 2016