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 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 biol...
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| Published in: | Journal of science teacher education Vol. 26; no. 6; pp. 525 - 548 |
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| Main Authors: | , , , |
| Format: | Journal Article |
| Language: | English |
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Routledge
01-10-2015
Springer Springer Netherlands Taylor & Francis Ltd |
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| Abstract | 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. |
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| AbstractList | 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. |
| Audience | Secondary Education |
| Author | Merz, Sydney A. Saroughi, Maryam Peters-Burton, Erin E. Ramirez, Erin M. |
| Author_xml | – sequence: 1 givenname: Erin E. surname: Peters-Burton fullname: Peters-Burton, Erin E. email: epeters1@gmu.edu organization: George Mason University – sequence: 2 givenname: Sydney A. surname: Merz fullname: Merz, Sydney A. organization: George Mason University – sequence: 3 givenname: Erin M. surname: Ramirez fullname: Ramirez, Erin M. organization: George Mason University – sequence: 4 givenname: Maryam surname: Saroughi fullname: Saroughi, Maryam organization: George Mason University |
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| Copyright | Copyright © 2015, The Association for Science Teacher Education, USA 2015 The Association for Science Teacher Education 2015 The Association for Science Teacher Education, USA 2015 |
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| Keywords | Cognitive apprenticeship Teacher self-efficacy Motivation Professional development Inservice teachers Inquiry-based learning |
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| Title | The Effect of Cognitive Apprenticeship-Based Professional Development on Teacher Self-Efficacy of Science Teaching, Motivation, Knowledge Calibration, and Perceptions of Inquiry-Based Teaching |
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