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.

引用

页数：20

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