The Differential Effects Of Two Versions Of Middle-School Inquiry-Based Science Program Professional Development Institutes On Teachers' Self-Efficacy As Inquiry-Based Science Teachers

Abstract

Research has been increasingly concerned with teacher self-efficacy and how it relates to the design of professional development for science teachers(Cole, Ryan, & Ramey, 2003; Crowther & Cannon, 2002; Gerber, Brovey, & Price, 2001; Porter, 2002; Saam, Boone, & Chase, 2001). Self-efficacy is a person's beliefs or expectations about his or her capacity to accomplish certain tasks successfully or demonstrate certain behaviors (Bandura, 1977; 1986). The National Science Education Standards (NSES, 1995) state that quality professional development programs should be fully aware of the developmental nature of teachers' professional growth, including attending to the needs of teachers who have varying degrees of experience, competence, and proficiency. With the recognition that professional development programs are a means of affecting school change, there is an increased demand to show that professional development programs are producing intended results (Guskey, 1994), including improvements in self-efficacy. The purpose of this study is to investigate the extent to which two versions of a middle-school science professional development program positively affect middle-school science teachers' self-efficacy to implement inquiry-based science.