An In-Service Teacher Education Program's Effect on Teacher Efficacy and Attitudes

Abstract

Changes in teacher efficacy and attitudes toward teaching were examined throughout a teacher education program as teachers worked to integrate new skills into their science curriculum. Correlation coefficients were calculated for the changes. Positive correlation was observed between changes in attitude and self-efficacy. Negative correlation was observed between changes in self-efficacy at the beginning of the school year and changes in self-efficacy at the end of the program.

Acknowledgments

Loran E. Carleton is a doctoral student in science education at Purdue University in West Lafayette, Indiana. She teaches science to pre-service teachers and evaluates a science education program for in-service teachers. Her research interests include integrating the nature of science into science education in both informal and formal education settings.

Jenelle C. Fitch is a doctoral student in Counseling Psychology at Purdue University and is the Director of the Purdue Counseling and Guidance Center. Her research interests are in attachment theory's implications on the counseling process and assessment/evaluation.

Gerald H. Krockover is Professor of Earth and Atmospheric Science Education and Kappa Delta Pi Eta Chapter Counselor at Purdue University. A former middle and secondary school teacher, he teaches science education courses for pre-and in-service teachers and supervises student teachers. His research interests focus on methods and techniques for individualizing science instruction.

Notes

Bratt, H. M. II. 1973. A comparative study to determine the effects of two methods of elementary science instruction on the attitudes of prospective elementary science teachers. Ph.D. diss., Purdue University, West Lafayette, IN.

Johnston, J. D. 2003. Active learning and preservice teacher attitudinal change. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, November 5–7, Biloxi, MS.