The Effect of Cognitive Apprenticeship-Based Professional Development on Teacher Self-Efficacy of Science Teaching, Motivation, Knowledge Calibration, and Perceptions of Inquiry-Based Teaching

• Published in: Journal of science teacher education Vol. 26; no. 6; pp. 525 - 548
• Main Authors: Peters-Burton, Erin E., Merz, Sydney A., Ramirez, Erin M., Saroughi, Maryam
• Format: Journal Article
• Language: English
• Published: Dordrecht Routledge 01-10-2015; Springer; Springer Netherlands; Taylor & Francis Ltd
• Subjects: Academic Achievement; Active Learning; Biology; Cognitive apprenticeship; Earth Science; Education; Faculty Development; Individualized Instruction; Inquiry; Inquiry method; Inquiry-based learning; Inservice Teacher Education; Inservice teachers; Inservice training; Learner Engagement; Lifelong Learning; Motivation; Professional development; Science Education; Science Instruction; Science Teachers; Secondary School Teachers; Self Efficacy; Student Motivation; Teacher Attitudes; Teacher Characteristics; Teacher education; Teacher Educators; Teacher Motivation; Teacher self-efficacy; Teaching and Teacher Education; Teaching Methods; Cognitive apprenticeship; Teacher self-efficacy; Motivation; Professional development; Inservice teachers; Inquiry-based learning
• ISSN: 1046-560X; 1573-1847
• DOI: 10.1007/s10972-015-9436-1

This study investigated 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 of 19 secondary earth science and biology teachers. The PD facilitator, who serves a dual role as a scientist and teacher educator, utilized a cognitive apprenticeship model to shape both scientific thinking and inquiry instruction with 19 inservice teachers. 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. Implications provide a fuller picture of teacher learning during a RET program, supported with inquiry instruction and the implications of cognitive apprenticeships in offering authentic science research experiences with minimal laboratory resources.