Teacher Self-efficacy During the Implementation of a Problem-based Science Curriculum
Charles Hodges, Georgia Southern University, United States ; Jessica Gale, Georgia Institute of Technology Center for Education Integrating Science, Mathematics, and Computing (CEISMC), United States ; Alicia Meng, Georgia Southern University, United States
CITE Journal Volume 16, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This study was conducted to investigate eighth-grade science teachers’ self-efficacy during the implementation of a new, problem-based science curriculum. The curriculum included applications of LEGO® robotics, a new technology for these teachers. Teachers’ responded to structured journaling activities designed to collect information about their self-efficacy for teaching with the curriculum and, later, to a survey designed to probe their self-efficacy for enacting specific elements of the curriculum. Participants reported high confidence levels throughout the study but expressed some concerns related to their local contexts.
Hodges, C., Gale, J. & Meng, A. (2016). Teacher Self-efficacy During the Implementation of a Problem-based Science Curriculum. Contemporary Issues in Technology and Teacher Education, 16(4), 434-451. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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