Professional Development Programs for Elementary Science Teachers: An Analysis of Teacher Self-Efficacy Beliefs and a Professional Development Model

TL;DR: In this article, the authors evaluate the ways in which researchers have measured and conceptualized the sources of teaching self-efficacy across 82 empirical studies and identify what can be inferred from these studies and what important questions still remain about the origins of teachers' efficacy beliefs.

TL;DR: In this paper, the authors investigated the effectiveness of particular sources of efficacy information for enhancing the science teaching self-efficacy of practicing elementary teachers, and found that increases in selfefficacy were mainly due to cognitive mastery, enactive mastery, modeling, and verbal persuasion.

TL;DR: In this article, the authors describe one example of preservice teachers teaching elementary school students environmental science lessons in the outdoors during their science methods course, which positively impacted their confidence level as future teachers of science and helped them recognize the potential for using the outdoor setting as an effective location for science instruction.

TL;DR: Classroom FeederWatch (CFW) as mentioned in this paper was developed by a collaborative team of private curriculum developers and scientists (ornithologists) to support science inquiry in middle school students.

TL;DR: An integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment is presented and findings are reported from microanalyses of enactive, vicarious, and emotive mode of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes.

TL;DR: In this article, the authors present an integrative theoretical framework to explain and predict psychological changes achieved by different modes of treatment, including enactive, vicarious, exhortative, and emotive sources.

TL;DR: In this article, models of Human Nature and Casualty are used to model human nature and human health, and a set of self-regulatory mechanisms are proposed. But they do not consider the role of cognitive regulators.

TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.