Search results for: Peters-Burton Erin E.
Page 1/1 2 items
The Effect of Cognitive Apprenticeship-Based Professional Development on Teacher Self-Efficacy of Science Teaching, Motivation, Knowledge Calibration, and Perceptions of Inquiry-Based Teaching
This study explored the effects of a 1-year professional development (PD) based on a cognitive apprenticeship model of research experiences on inservice teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry.Results indicated that inservice teachers changed their perceptions of inquiry and maintained high self-efficacy throughout all phases of the study. However, teachers refrained from making long-term changes in their cognitive strategy instruction.
Updated: Jul. 09, 2017
The purpose of this study was to develop an understanding of the process that preservice teachers use to select activities for a week-long summer science camp for upper elementary students, their rationale for choosing them, and their perception of implementation. The findings revealed that counselors developed lessons for the students based on their own goal orientation, which was to avoid science content because it was boring. Additionally, the counselors began to depend upon variable manipulation activities, where the camper used trial and error to solve a problem to avoid the possibility of students asking questions they couldn’t answer. The results of this study highlight the critical role teacher preparation programs play in developing content specific pedagogy and student outcomes from the learning environment.
Updated: Jul. 01, 2015