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The impact of lesson study professional development on teacher self-efficacy and outcome expectancyNauerth, Deborah Anne January 1900 (has links)
Doctor of Philosophy / Curriculum and Instruction Programs / Margaret G. Shroyer / The purpose of this mixed methods case study was to examine the impact of lesson study professional development on teacher self-efficacy and outcome expectancy using Bandura’s Social Cognitive Theory as a framework (1977). The focus of this lesson study was implementing Common Core State Standards for mathematics. Thirteen K-6 teachers participated in the lesson study professional development, completed a pre/post Mathematics Teaching Efficacy and Expectancy Beliefs Inventory (MTEEBI) and completed ongoing journaling prompts while the researcher conducted observations throughout the process.
Qualitative and quantitative data gathered in this research indicated the lesson study professional development had a positive impact on both self-efficacy and outcome expectancy of the teacher participants. Though the teachers possessed a satisfactory level of self-efficacy and outcome expectancy at the onset of the study, a measurable gain was evident. Comparison of the pre and post MTEEBI surveys, through statistical analysis using a Paired-Samples t-test, indicated a significant positive change in both self-efficacy and outcome expectancy scores. Though growth for both constructs was significant at the .05 level of probability, self-efficacy growth was greater than outcome expectancy. This finding is supported in historical research of the challenge of yielding outcome expectancy growth. The qualitative analysis of observations and journal prompts corroborated the MTEEBI results, indicating a majority of the teachers’ self-efficacy and outcome expectancy beliefs were positively impacted by the lesson study professional development. Bandura’s four sources of efficacy (mastery experiences, modeling, verbal/social persuasion, physiological responses) positively impacted personal self-efficacy, while three of the four sources (mastery experiences, modeling, physiological responses) impacted outcome expectancy. Qualitative data indicated mastery experiences were most critical for both constructs. Lesson study professional development is a natural catalyst for addressing Bandura’s four sources of efficacy and thus building self-efficacy and outcome expectancy.
Given the demands of rigorous educational reform, lesson study professional development is a promising approach to positively impact teacher self-efficacy and outcome expectancy, through engaging Bandura’s four sources of efficacy to develop and strengthen these beliefs. Therefore lesson study ought to be a more frequent component of teacher professional development and teacher preparation.
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Examination of the Change in Science Content Knowledge, Personal Science Teacher Efficacy, and Science Teaching Outcome Expectancy Due to Participation in Modeling Instruction Professional DevelopmentKreischer-Gajewicz, Gloria M. 27 November 2019 (has links)
No description available.
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Preservice Elementary Teachers' / Science Knowledge, Attitude Toward Science Teaching And Their Efficacy Beliefs Regarding Science TeachingSarikaya, Hilal 01 September 2004 (has links) (PDF)
This study intended to explore preservice elementary teachers&rsquo / science
knowledge level, attitude toward science teaching and their efficacy beliefs regarding
science teaching. In addition, the contribution of science knowledge level and
attitudes toward science teaching on Turkish preservice elementary teachers&rsquo / efficacy
beliefs was investigated.
The present study was conducted at the end of the spring semester of 2003-
2004 academic year with a total number of 750 (n=531 females / n=216 males / and
n=3 gender not provided) fourth-year preservice elementary teachers who enrolled at
elementary teacher education programs of nine different universities in Turkey. Data
were collected utilizing three questionnaires: the Science Teaching Efficacy Belief
Instrument (STEBI-B) developed by Riggs and Enochs (1990), Science Achievement
Test, and Science Teaching Attitude Scale developed by Thompson and Shrigley
(1986).
Data of the present study were analyzed utilizing descriptive and inferential
statistics. Analysis of the self-efficacy survey indicated that preservice elementary
teachers had moderate sense of self-efficacy beliefs regarding science teaching on
both Personal Science Teaching Efficacy and Outcome Expectancy dimensions of
the STEBI-B. Also, preservice elementary teachers indicated low level of science
knowledge and generally positive attitude toward science teaching. Furthermore,
science knowledge level and attitude towards science teaching made a statistically
significant contribution to the variation in preservice elementary teachers&rsquo / personal
science teaching efficacy beliefs and outcome expectancy.
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Culture, Efficacy and Outcome Expectancy in Teacher Preparation: How Do the Beliefs of Pre-Service Interns, Mentor Teachers, University Supervisors and Teacher Educators Compare?Alexander, Sashelle Thomas 22 June 2011 (has links)
No description available.
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