PD with Distance-Based Instructional Coaching to Improve Elementary Teacher’ Self-Efficacy in Teaching Science

Lee, Soon-chun; Jack, Ashlie R.; Novacek, Greg

doi:10.1080/1046560x.2021.1965751

Cited by 5 publications

(22 citation statements)

References 32 publications

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“…This finding empirically confirms a statement of selfefficacy concept, that, the manner one self-efficacy source is applied to influence coping abilities will more or less draw on another source or sources of self-efficacy (Bandura, 1977). This finding and others (e.g., Lee et al, 2022;Naidoo & Naidoo, 2023;Seung et al, 2019) suggest that most preservice and in-service education experiences embed multiple and concurrent self-efficacy sources. Therefore, it is important to carefully select and integrate components of PD experiences to embed and expose instructors to self-efficacy sources that align with innovative pedagogies emphasized in curricula documents.…”

Section: Discussionsupporting

confidence: 79%

“…Vicarious experiences enhance self-efficacy when teachers observe successful modelling of inquiry instruction from others (Lee et al, 2022;Lotter et al, 2016;Naidoo & Naidoo, 2021;Coppola, 2019;Seung et al, 2019). When teachers observe others' enactment of inquiry instruction without setbacks they persuade themselves that they too can perform successfully if they intensify and persist in their efforts (Bandura, 1977, p. 145).…”

Section: Sources Of Science Teaching Self-efficacymentioning

confidence: 99%

“…Improvements in self-efficacy can also occur from verbal persuasions that teachers receive from mentors, peers, instructors, students, researchers, experts, and others (Lee et al, 2022;Naidoo & Naidoo, 2021;Coppola, 2019). The comments, feedback, encouragements, and suggestions that teachers receive lead them into believing that they can successfully enact innovative science instruction (Bandura, 1977;Naidoo & Naidoo, 2021).…”

Section: Sources Of Science Teaching Self-efficacymentioning

confidence: 99%

“…The comments, feedback, encouragements, and suggestions that teachers receive lead them into believing that they can successfully enact innovative science instruction (Bandura, 1977;Naidoo & Naidoo, 2021). Verbal persuasions are more likely to promote self-efficacy if teachers trust the authenticity of feedbacks and comments they receive (Lee et al, 2022).…”

Section: Sources Of Science Teaching Self-efficacymentioning

confidence: 99%

“…Review of published journals from 2012-2024 show that substantial research into self-efficacy sources were focused on in-service teachers in PD contexts (Lee et al, 2022;Lotter et al, 2016;McKinnon & Lamberts, 2014; Licensed Under Creative Commons Attribution (CC BY-NC) Murphy et al, 2020;Peters-Burton et al, 2015). These studies relied on data (including questionnaire responses, observation notes, oral and written reflections, individual and focus group interview responses, achievement test scores, and artefacts) from the PD contexts to draw conclusions.…”

Section: Introductionmentioning

confidence: 99%

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Exploration of Science Teaching Self-Efficacy Sources from Multiple Narratives of Professional Development Experiences

Mohammed,

Luguterah

2024

AJERNET

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Professional developments are effective interventions for exposing teachers to self-efficacy sources that align with innovative (e.g., inquiry-based) science pedagogies. However, in many situations, teachers are tasked with implementing innovative science practices without consistent and enduring professional development experiences. The study explored science teaching self-efficacy sources in situations where provision of professional developments is inconsistent and circumstantial. In this multi-case study, self-efficacy sources were explored through narratives of science teachers and key educational administrators. Participants’ real-life experiences with professional development (PD) were analysed to identify and understand the sources of self-efficacy they found most significant. It examined the nature, types, and relevance of these sources without imposing external control. The study context emphasized regular, mandatory PD experiences for teachers, but participants were not currently undergoing any PD experiences. The study used a mixed sampling method to select 18 science teachers, 12 head teachers, four circuit supervisors, 3 science coordinators, and four deputy directors and director of education in urban and rural Ghana. The findings indicated that nearly all PD experiences embedded and exposed instructors to various sources of science teaching self-efficacy, with the highest being traditional-oriented cognitive content mastery (63.4%) and cognitive pedagogical mastery (65.9%). The majority of PD experiences were brief, with most lasting no more than five days, and often involved multiple subjects rather than focusing specifically on science. Overall, the study highlights the complexity of self-efficacy sources and the need for tailored, ongoing professional development opportunities for science teachers. The study recommends that those components of professional development experiences be carefully selected and integrated to embed and expose instructors to relevant and sufficient self-efficacy sources that align with innovative pedagogies emphasized in curricula documents.

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Section: Discussionsupporting

confidence: 79%