Collaborative curriculum-design to increase science teaching self-efficacy: a qualitative exploration of teacher interactions
Chantal Velthuis, Edith Stein University for Teacher Education, Netherlands ; Petra Fisser, Jules Pieters, Joke Voogt, 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
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.
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).