Using action research to improve science teaching self-efficacy

Kinskey, Melanie

doi:10.1080/09500693.2018.1502898

Cited by 17 publications

(5 citation statements)

References 49 publications

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“…These characteristics can be integrated into a variety of designs for professional learning; the authors of this article utilized practitioner inquiry-the systematic and intentional study by educators of their own professional practices (Cochran-Smith & Lytle, 2009;Dana & Yendol-Hoppey, 2020). Earlier scholarship has demonstrated how this approach can help educators become more responsive to learners in their professional contexts and enhance their selfefficacy in content instruction (e.g., Kinskey, 2018). When grounded in an inquiry stance (Cochran-Smith & Lytle, 2009;Rutten, 2021a;Rutten & Wolkenhauer, 2023a, 2023b, practitioner inquiry offers an orientation to teaching that supports teachers amid changing political climates and contexts (Somekh & Zeichner, 2009).…”

Section: Professional Learning For Difficult Topics In Curriculum And...mentioning

confidence: 99%

Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times

Rutten,

Butville,

Dvir

2024

Journal of Teacher Education

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Although teachers make frequent decisions about whether and how to address difficult topics, they typically do so with minimal support. This article reports a case study of an inquiry community of 20 educators who engaged in practitioner inquiry as professional learning for addressing the difficult topics that they teach within their curricula or otherwise encounter within their professional practices. Through an inductive thematic analysis of semi-structured interviews with 12 community participants, the article’s authors identified four themes characterizing how the inquiry community supported teachers to lean into the difficult topics they believed they needed to address. The community helped teachers define difficult-topics inquiry while connecting them across divergent political and professional perspectives. The community assisted teachers in engaging difficult topics through purposefully structured inquiry talk, and it prompted them to (re)conceptualize difficult-topics teaching as inquiry. The article demonstrates the potential of difficult-topics inquiry communities as professional learning for turbulent times.

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Section: Professional Learning For Difficult Topics In Curriculum And...mentioning

confidence: 99%

Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times

Rutten,

Butville,

Dvir

2024

Journal of Teacher Education

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“…They found that preservice teachers who engaged in a field experience that emphasized cooperative learning in student groups experienced an increased sense of science teaching self-efficacy as compared to their peers who did not implement the cooperative learning methods discussed in their methods courses. When studying the ways that an elementary science preservice teacher engaged with action research during a field experience, Kinskey (2018) observed that the preservice teachers showed overall increases in science teaching self-efficacy.…”

Section: Relevant Literaturementioning

confidence: 99%

A Field Experience without the Field: A Reflective Self-study of Teaching an Elementary Science Field Experience Online During a Pandemic

Perry

Rogers

Kitts

2022

IJEMST

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Teaching a field experience course during a pandemic resulted in unique challenges because preservice teachers could not visit classrooms like they would in a traditional field experience. This article is a self-study exploration of the tensions experienced by a doctoral student teaching an elementary math and science field experience in a fully online setting during the height of the COVID-19 pandemic. To substitute for a lack of available elementary school children, preservice teacher acted as substitutes for children during lesson rehearsals. Preservice teachers were usually poor substitutes for actual children when evaluating the extent to which the pandemic field experience mimicked traditional field experience. Instructional videos were frequently used in an attempt to provide meaningful opportunities for preservice teachers to engage in classroom practices. The perceived usefulness of instructional videos by preservice videos varied based on the type of video that was used.

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“…In a study by Hechter (2011), it has been accentuated that prospective teachers had low level self-efficacy beliefs in planning science courses. In another one by Kinskey (2018), prospective teachers' self-efficacy beliefs were examined through action research, and the author concluded that the participants had low level self-efficacy beliefs in managing the time and materials whilst teaching science. There have been few studies aiming at developing teachers or prospective teachers' self-efficacy beliefs in science teaching (Knaggs & Sondergeld, 2015;Menon & Sadler, 2016;Trauth-Nare, 2015;Avery & Meyer, 2012).…”

Section: Science Teaching Efficacy Beliefmentioning

confidence: 99%

“…Previous research has unearthed that teachers' or prospective teachers' self-efficacies towards Science teaching (Kinskey, 2018;Knaggs & Sondergeld, 2015;Menon & Sadler, 2016;Trauth-Nare, 2015;Avery & Meyer, 2012) and Science teaching competencies (Chang et. al., 2011) were found as moderate/low level.…”

Section: Introductionmentioning

confidence: 99%

The Reflections of Differentiated Science Education For Gifted Students on Prospective Classroom Teachers

Abu

2021

Participatory Educational Research

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This study was designed to delve into the impact of differentiated science education for gifted students on prospective classroom teachers in terms of some variables. A concurrent embedded research design from mixed research methodologies was employed in this study. The participants were 69 sophomore students studying in the Department of Primary Education in the Faculty of Education in Amasya University during 2018-2019 academic year. The data collection instruments were the Science Teaching Efficacy Belief Scale, the Academic Self-Efficacy Scale, the Competence Scale for Science Teaching, the Outdoor Science Activities Performing Scale, and a structured interview form. For the qualitative data, a deductive approach was employed, and themes and codes were used to show the findings. Based on the results, there is evidence to suggest that differentiated science education applications develop prospective teachers' science teaching efficacy beliefs, their competences for learning science, their academic self-efficacies, and their outdoor science activity performing beliefs. The findings also show most of the participants hold the belief that their educational background contributes to their professional and personal developments as well as science teaching skills, and helps them gain awareness of such concepts as giftedness, outdoor learning, and differentiated teaching. Several recommendations for making differentiated education prevalent for prospective teachers are provided.

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Using action research to improve science teaching self-efficacy

Cited by 17 publications

References 49 publications

Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times

Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times

A Field Experience without the Field: A Reflective Self-study of Teaching an Elementary Science Field Experience Online During a Pandemic

The Reflections of Differentiated Science Education For Gifted Students on Prospective Classroom Teachers

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