Elementary and secondary teacher self-efficacy for teaching and pedagogical conceptual change in a drama-based professional development program

被引：53

作者：

Lee, Bridget ^{[1
,3
]}

Cawthon, Stephanie ^{[1
,3
]}

Dawson, Kathryn ^{[2
,3
]}

机构：

[1] Univ Texas Austin, Dept Educ Psychol, Coll Educ, Austin, TX 78712 USA

[2] Univ Texas Austin, Dept Theatre & Dance, Coll Fine Arts, Austin, TX 78712 USA

[3] Univ Texas Austin, Austin, TX 78712 USA

来源：

TEACHING AND TEACHER EDUCATION | 2013年 / 30卷

关键词：

Teacher self-efficacy; Conceptual change; Professional development; Arts integration; BELIEFS; SCIENCE; SENSE; EXPERIENCE; CONSTRUCT; BURNOUT;

D O I：

10.1016/j.tate.2012.10.010

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This mixed-methods research study explores the potential relationship between the teacher self-efficacy and pedagogical conceptual change. The study context was a drama-based instruction professional development model that specifically sought to facilitate pedagogical conceptual change. Significant differences were present between elementary and secondary teachers in self-efficacy for teaching and in pedagogical conceptual change. However, self-efficacy did not predict conceptual change. The independent variable (elementary and secondary teachers) was a significant moderator between years teaching experience and self-efficacy. We discuss the significance of these findings in light of teacher training and teacher effectiveness. (C) 2012 Elsevier Ltd. All rights reserved.

引用

页码：84 / 98

页数：15

共 69 条

[31] Teacher Efficacy Research 1998-2009: Signs of Progress or Unfulfilled Promise? [J].

Klassen, Robert M. ;

Tze, Virginia M. C. ;

Betts, Shea M. ;

Gordon, Kelly A. .

EDUCATIONAL PSYCHOLOGY REVIEW, 2011, 23 (01) :21-43

[32] Exploring the validity of a teachers' self-efficacy scale in five countries [J].

Klassen, Robert M. ;

Bong, Mimi ;

Usher, Ellen L. ;

Chong, Wan Har ;

Huan, Vivien S. ;

Wong, Isabella Y. F. ;

Georgiou, Tasos .

CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 2009, 34 (01) :67-76

[33]

Knowles M., 2011, The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development, V7th

[34]

Linnenbrink E.A., 2003, READING WRITING Q, V19, P119, DOI [DOI 10.1080/10573560308223, 10.1080/10573560308223]

[35] Beliefs about Teaching Science: The relationship between elementary teachers' participation in professional development and student achievement [J].

Lumpe, Andrew ;

Czerniak, Charlene ;

Haney, Jodi ;

Beltyukova, Svetlana .

INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 2012, 34 (02) :153-166

[36] Teachers' attitudes toward pedagogical changes during various stages of professional development [J].

Maskit, Ditza .

TEACHING AND TEACHER EDUCATION, 2011, 27 (05) :851-860

[37]

McPartland J., 1987, SCH STRUCTURES CLASS, P14

[38] CHANGE IN TEACHER EFFICACY AND STUDENT SELF-RELATED AND TASK-RELATED BELIEFS IN MATHEMATICS DURING THE TRANSITION TO JUNIOR-HIGH SCHOOL [J].

MIDGLEY, C ;

FELDLAUFER, H ;

ECCLES, JS .

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1989, 81 (02) :247-258

[39]

Moore B., 1990, Youth Theatre Journal, V4, P13

[40] Classroom talk, conceptual change and teacher reflection in bilingual science teaching [J].

Morton, Tom .

TEACHING AND TEACHER EDUCATION, 2012, 28 (01) :101-110

← 1 2 3 4 5 6 7 →