The Differential Effects of Two Versions of Professional Development on Teachers

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The Differential Effects of Two Versions of
Professional Development on Teachers
Self-Efficacy to Implement Inquiry-Based Science

• Brian Lawton
• University of Hawaii at Manoa

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Purposes

• Effects of both versions of PD institutes on
  teacher self-efficacy to implement program
• Differences between the two versions
• Factors associated with self-efficacy change

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Data Collection

• Qualitative and quantitative methods used
• Self-efficacy scale
• Developed to facilitate focus group discussion
• Focus groups
• Conducted immediately following the institutes
• Provide in-depth information about changes in
  self-efficacy
• Five stages of inquiry science
• Introducing new science investigations
• Facilitating valid experimental design
• Facilitating the investigation process
• Constructing meaning
• Linking knowledge to new situations
• Seven teachers from the 10-day and seven teachers
  from the 5-day participated in the study

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Data Collection (cont.)

• Self-Efficacy Scale
• 1. STAGE Introducing new science investigations
  - my ability to introduce students to new science
  investigations by reviewing and tying in previous
  work.
• Now
• Low High
• ability ability
• Before
• Low High
• ability ability

1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
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Data Analysis

• Only presenting focus group results
• Analyzed for changes in self-efficacy
• Two categories
• Statements implying an increase in self-efficacy
• Statements implying no change in self-efficacy
• Categories analyzed to identify the influencing
  factors
• The statements and factors were quantified

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Results, Influencing Factors

• Overall seven factors were identified as
  influencing self-efficacy.
• 1 Factors identified as most influential in
  increasing self-efficacy
• 2 Factor identified as most associated with
  no change in self-efficacy

Factors influencing increased self-efficacy
Content/pedagogical knowledge1
Program Structure1
Professional Collaboration
Experience
Factors influencing no change in self-efficacy
Practice/feedback2
Student characteristics
Experience
Time issues
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Results Changes in Self-Efficacy
Changes in self-efficacy 10-day version 5-day version
Statements identified as increases in self-efficacy 11 8
Statements identified as no change in self-efficacy 6 9

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Discussion

• Group increases in self-efficacy
• Changes in self-efficacy between the groups
• Groups perceived gains in content and pedagogical
  knowledge
• Importance of 5-day follow-on support

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Further Study

• A study comparing the groups after the 5-day
  group has received all their training.

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Thanks!