Longitudinal Study of Middle Grades Chemistry Professional Development: Enhancement of Personal Science Teaching Self-Efficacy and Outcome Expectancy

The influences of professional development on teachers' self-efficacy toward educational change

“…More recently, researchers outside of physical education, understanding the impact of self-efficacy on teachers' practices, have begun examining the influences of inservice professional development on a wide range of teacher efficacies (West, 2002;Khourey-Bowers & Simonis, 2004;Torff et al, 2005). Professional development projects are increasingly specifically tailored to improve teachers' efficacies in a wide range of educational outcomes.…”

Predictors of Scientific Understanding of Middle School Students: Socioeconomic Status

“…Science education at the K-12 level is centered on science teachers and science students. Science content teaching must have a substantial alteration in the programs designed for students to learn, for teacher preparation programs, and for the curriculum from which students must learn (Khourey-Bowers & Simonis, 2004).…”

Measuring the impact of professional development on science teaching: a review of survey, observation and interview protocols

“…These surveys vary in scope, and were selected as they offer many different starting points for a researcher studying reform teaching. Many of those selected are designed specifically to measure teacher beliefs, attitudes and/or selfefficacy, as there is evidence in teacher development literature that these affects are related to teacher classroom practice (Posnanski 2002;Khourey-Bowers and Simonis 2004;Crippen 2008). Of the 11 surveys examined, two are concerned with teacher selfefficacy -Science Teaching Efficacy Belief Instrument-Preservice (STEBI-B), and the Teaching of Science as Inquiry (TSI), two measured other teacher beliefs such as beliefs relating to science teaching environments -Context Beliefs about Teaching Science (CBATS), and beliefs about teaching and learning science Beliefs about Reformed Science Teaching and Learning (BARSTL), and one measured teachers' affective states as they enter professional development activities -Pedagogical Discontentment Questionnaire (PDQ).…”