Teacher Self-Efficacy During the Implementation of a Problem-Based Science Curriculum
Contemporary Issues in Technology and Teacher Education (CITE) Journal
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, Charles B., Jessica Gale, Alicia Meng.
"Teacher Self-Efficacy During the Implementation of a Problem-Based Science Curriculum."
Contemporary Issues in Technology and Teacher Education (CITE) Journal, 16 (4).