The focus in this study is on developing a teacher training program for improving teachers’ science teaching self-efficacy. Teachers with a high sense of self-efficacy will set higher goals for themselves, are less afraid of failure and will find new strategies when old ones fail. If their sense of self-efficacy is low, teachers will avoid the task or give up easily. Collaborative curriculum design and more specifically Teacher Design Teams (TDTs) is used in this study as a method to improve science teaching self-efficacy. The research approach in this investigation was inspired by both design-based research and action research. The analyses of the different stages of the educational design were used in combination with assumptions based on a theoretical framework, not only to improve the intervention, but also to create knowledge about the characteristics of an effective teacher training program for increasing teachers’ science teaching self-efficacy. Qualitative research methods were used to be able to determine the effects of the teacher training programs, and in addition a quantitative instrument (STEBI-NL) was developed to assess the influence of the training programs on the science teaching self-efficacy of (pre-service) teachers. The principal outcome of this research is the positive effect in increasing teachers’ science teaching self-efficacy of a teacher training program as a TDT extended with external support. Collaborative curriculum design in the own school, science teaching in teachers’ own classes and supporting activities regarding science teaching should be the main learning activities in such a teacher training program. Furthermore, an external facilitator is essential for increasing science teaching self-efficacy and must be able to guide the curriculum design process, to stimulate team discussions and to support teachers regarding science teaching. To ensure that the teacher training program is successful in increasing teachers’ science teaching self-efficacy, it is necessary that the teachers have administrative support. Without administrative support, teachers become discouraged and blame external factors for not increasing the frequency of science teaching or not teaching science by inquiry.
|Award date||5 Jun 2014|
|Place of Publication||Enschede|
|Publication status||Published - 5 Jun 2014|