You are here:

Collaborative curriculum-design to increase science teaching self-efficacy: a qualitative exploration of teacher interactions
PROCEEDINGS

, Edith Stein University for Teacher Education, Netherlands ; , , , University of Twente, Netherlands

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Full Text

Abstract

Teachers’ sense of self-efficacy is a powerful predictor of their behavior in the classroom and student outcomes, because self-efficacy affects the effort they invest in teaching. The results of more self-confident primary teachers in science is that more time in the classroom is allocated to science and secondly that more inquiry-based activities takes place in the classroom. This paper describes how a Teacher Design Team (TDT) contributes to the increase of teaching self-efficacy of primary teachers in science and technology (S & T). In particular, the interactions of teachers during the ADDIE stages are observed to determine the value of the different stages for increasing self-efficacy. The results show that the stages Analysis, Design and Development provide the most valuable interactions. It is also confirmed that success, in the way of doing W&T activities in the classroom, is still an important means to stimulate the teaching self-efficacy.

Citation

Velthuis, C., Fisser, P., Pieters, J. & Voogt, J. (2012). Collaborative curriculum-design to increase science teaching self-efficacy: a qualitative exploration of teacher interactions. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 4550-4555). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 14, 2019 from .

References

View References & Citations Map
  1. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, (84),191215.
  2. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Upper Saddle River, NJ: Prentice Hall.
  3. Cohen, D., & Ball, D. (1999). Instruction, Capacity, and Improvement. Pennsylvania: Consortium for policy research in education, University of Pennsylvania, graduate school of education.
  4. Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37–46.
  5. Dick, W., & Carey, L. (1996). The Systematic Design of Instruction, 4th ed. New York: HarperCollins College Publishers.
  6. Fisser, P., Ormel, B. & Velthuis, C. (2010). Natuur en techniek in het basisonderwijs: hoe bekwaam voelen de leerkrachten zich? [Science and technology in the primary school: What is the self-efficacy of teachers?] Paper presented during the Onderwijs Research Dagen, 23-25 juni 2010. Enschede.
  7. Handelzalts, A. (2009). Collaborative curriculum development in teacher design teams. Doctoral dissertation. Enschede: Universiteit Twente.
  8. Henry, S. (2010). Talk that talk, a qualitative exploration of relevance and depth in elementary teachers' team conversations. Paper presented at the Amercan Educational Research Association Annual Conference. Denver April/May 2010.
  9. Jarvis, T. & Pell, T. (2004). Primary teachers' changing attitudes and cognition during a two year science in-service programme and their effect on pupils. International Journal of Science Education, 26(14), 1787-1811.
  10. Little, J. (1990). The persistence of privacy: Autonomy and initiative in teachers'professional relations. Teachers College Record, 91(4), 509-536.
  11. Loucks-Horsley, S. (2003). Curriculm Development and Adaptation. In S. Loucks-Horsley, Designing professional development for teachers of science and mathematics (pp. 79-85). Thousand Oaks, Calif.: Corwin Pr.
  12. Mantzicopoulos, P., Patrick, H. & Samarapungavan, A. (2008). Young children's motivational beliefs about learning science. Early Childhood Research quaterly, 19 (1), 378-394.
  13. Sjoer, E., Meirink, J. & Platteel, T. (2010). Samenwerkend leren van leerkrachten primair onderwijs bij de vormgeving van wetenschap en techniek onderwijs [collaborative learning of primary teacher during the desing of a science and technology education]. Paper presented during the Onderwijs Research Dagen, 23-25 juni 2010. Enschede.
  14. Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 17, 944-956.
  15. Visscher-Voerman, I. & Gustafson, K. (2004). Paradigms in the theory and practice of education and training design. Educational Technology Research and Development, 69-89.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read