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International Journal of Science Education Volume 38, 2016 - Issue 18
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Articles

The impact of a professional development model on middle school science teachers' efficacy and implementation of inquiry

Christine LotterCollege of Education, Instruction & Teacher Education, University of South Carolina, Columbia, SC, USACorrespondence[email protected]
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,
Whitney SmileyOffice of Program Evaluation, College of Education, University of South Carolina, Columbia, SC, USAView further author information
,
Stephen ThompsonCollege of Education, Instruction & Teacher Education, University of South Carolina, Columbia, SC, USAView further author information
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Tammiee DickensonOffice of Program Evaluation, College of Education, University of South Carolina, Columbia, SC, USAView further author information
Pages 2712-2741 | Received 28 Mar 2016, Accepted 07 Nov 2016, Published online: 20 Dec 2016

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Read on this site (4)

Pamela Esprívalo Harrell, Ruthanne Thompson & Julie Waid. (2023) Using inquiry-based learning to develop Earth science pedagogical content knowledge: impact of a long-term professional development program. Research in Science & Technological Education 41:4, pages 1519-1538.
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Christina Tsaliki, Pinelopi Papadopoulou, George Malandrakis & Petros Kariotoglou. (2022) Evaluating Inquiry Practices: Can a Professional Development Program Reform Science Teachers’ Practices?. Journal of Science Teacher Education 33:8, pages 815-836.
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Zachary A. Stepp & Julie C. Brown. (2021) The (lack of) relationship between secondary science teachers’ self-efficacy for culturally responsive instruction and their observed practices. International Journal of Science Education 43:9, pages 1504-1523.
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Michel Grangeat, Christine Harrison & Jens Dolin. (2021) Exploring assessment in STEM inquiry learning classrooms. International Journal of Science Education 43:3, pages 345-361.
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Articles from other publishers (8)

Shalise Taylor & Jillian Wendt. (2022) The relationship between multicultural efficacy and culturally responsive classroom management self-efficacy. Journal for Multicultural Education 17:1, pages 31-42.
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Ruoxuan Li, Hongrui Liu, Yunxiang Chen & Meilin Yao. (2019) Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience. Current Psychology 41:1, pages 328-337.
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Marta Carli & Ornella Pantano. 2022. Physics Teacher Education. Physics Teacher Education 111 123 .
Charlene L. Ellingson, Katherine Edwards, Gillian H. Roehrig, M. Clark Hoelscher, Rachelle A. Haroldson & Janet M. Dubinsky. (2021) Connecting the Dots from Professional Development to Student Learning. CBE—Life Sciences Education 20:4.
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Kara Brick, Janice L. Cooper, Leona Mason, Sangay Faeflen, Josiah Monmia & Janet M. Dubinsky. (2021) Tiered Neuroscience and Mental Health Professional Development in Liberia Improves Teacher Self-Efficacy, Self-Responsibility, and Motivation. Frontiers in Human Neuroscience 15.
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Mehmet Aydeniz, Kader Bilican & Burcu Senler. (2020) Development of the Inquiry-Based Science Teaching Efficacy Scale for Primary Teachers. Science & Education 30:1, pages 103-120.
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Nadi SUPRAPTO. (2020) A systematic review of self-efficacy studies among university students as pre-service teachers in science education. Journal for the Education of Gifted Young Scientists 8:4, pages 1387-1396.
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Rose M. PringleRose M. Pringle. 2020. Researching Practitioner Inquiry as Professional Development. Researching Practitioner Inquiry as Professional Development 147 161 .

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