ACTIVE STRATEGIES DURING INQUIRY-BASED SCIENCE TEACHER EDUCATION TO IMPROVE LONG-TERM TEACHER SELF-EFFICACY

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Teacher development aimed at increasing the use of inquiry based methods in
schools is an important way to reach science learning goals. To this end, the EC has promoted inquiry based science teaching (IBST) within the Seventh Framework Program (FP7). One dimension, typically absent from the FP7 products, is the personal capacity belief of self- efficacy which has been shown to be important to personal behavioral change. The purpose of this research was to develop and test a model of teacher professional development (TPD) which adds specific elements for altering teacher self-efficacies to existing FP7 IBST products. This model was tested for its usefulness in increasing participant self-efficacy as evidenced by short and long term quantitative measures as well as by evaluation of long terminquiry lessons. Workshops to promote IBST were conducted in five different countries. Each workshop included strategies for increasing participant’s self-efficacies. Pre and post assessments showed consistently improved personal self-efficacy scores in all of the workshops. In addition, and unlike other long-term studies of teachers, these self-efficacy
scores did not significantly diminish over six months. The promotion of self-efficacy in TPD provides a consistent way of evaluating the impact of IBST workshops through the use of changes in self-efficacy.
Original languageEnglish
Title of host publicationScience Learning and Citizenship (Proceedings of ESERA 2011) Proceedings of the ESERA 2011 Conference : Part 13 : In-service science teacher education
EditorsJouni Viiri, Digna Couso
Volume2011
Place of PublicationFrance
Publication date2012
ChapterPart 13
ISBN (Electronic)ISBN 978-9963-700-44-8
Publication statusPublished - 2012

    Research areas

  • Faculty of Science - self-efficacy, inquiry, longterm, teacher development, long-term

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