The effect of professional development on in-service STEM teachers' self-efficacy: a meta-analysis of experimental studies

被引：18
|
作者：
Zhou, Xuan [1 ,3 ]
Shu, Lina [1 ]
Xu, Zhihong [2 ]
Padron, Yolanda [1 ]
机构：
[1] Texas A&M Univ, Dept Educ Psychol, College Stn, TX 77843 USA
[2] Texas A&M Univ, Dept Agr Leadership Educ & Commun, College Stn, TX 77843 USA
[3] Texas State Univ, Univ Lib, Dept Res Data Serv, San Marcos, TX 78640 USA
来源：
INTERNATIONAL JOURNAL OF STEM EDUCATION | 2023年 / 10卷 / 01期
关键词：
STEM; Professional development; Teacher training; Teacher efficacy; Meta-analysis; ROBUST VARIANCE-ESTIMATION; EFFECT SIZES; SCIENCE; KNOWLEDGE; IMPACT; IMPLEMENTATION; ACHIEVEMENT; PERCEPTIONS; ATTITUDES; EDUCATION;
D O I：
10.1186/s40594-023-00422-x
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This meta-analysis examined the effectiveness of teacher professional development (PD) training on improving in-service STEM teachers' self-efficacy in the K-12 teaching context. Twenty-one articles yielded 48 effect size estimates, incorporating 1412 teachers in the final analyses. Results indicated that the overall effect size of PD training on K-12 STEM teachers' self-efficacy was strong at g = 0.64 (p < 0.01). This review contributes to the STEM teacher self-efficacy literature and confirms the significant impact of PD on improving STEM teachers' self-efficacy. Results regarding the impact of substantive PD characteristics provide policymakers and practitioners seeking to improve STEM teacher self-efficacy with information for improving PD. Recommendations for researchers are also discussed in the paper.
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收藏
页数：20
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