Search results for: Merz Sydney A.
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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