Teacher Self-Efficacy During the Implementation of a Problem-Based Science Curriculum
Document Type
Article
Publication Date
12-2016
Publication Title
Contemporary Issues in Technology and Teacher Education (CITE) Journal
Abstract
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.
Recommended Citation
Hodges, Charles B., Jessica Gale, Alicia Meng.
2016.
"Teacher Self-Efficacy During the Implementation of a Problem-Based Science Curriculum."
Contemporary Issues in Technology and Teacher Education (CITE) Journal, 16 (4).
source: http://www.citejournal.org/volume-16/issue-4-16/science/teacher-self-efficacy-during-the-implementation-of-a-problem-based-science-curriculum/
https://digitalcommons.georgiasouthern.edu/leadership-facpubs/97
Comments
This work is licensed under a Creative Commons Attribution NonCommercial 4.0 International. Article obtained from the Contemporary Issues in Technology and Teacher Education (CITE) Journal.