Efficacy Development In Science: Investigating the Effects Of the Teacher-To-Teacher (T2T) Professional Development model in Hilo Elementary Schools

May 3rd, 2012 | Category: Dissertation Abstracts @ Concordia
By Pascale Creek Pinner


Conderman and Sheldon Woods (2008) suggest that although science plays a central role in our world today, science instruction seems to be minimized particularly at the elementary grade levels.

Research has investigated the construct of efficacy (Bandura, 1977, 2006a;  Riggs & Enochs, 1990; Ramey-Gassert, Shroyer & Staver, 1996; Tschannen-Moran, Hoy & Hoy, 1998, 2001). Professional and conceptual development in teachers has also been explored (Gordon, 1990; Sheerer, 1997; Skaalvik & Skaalvik, 2007).

The purpose of this research was to describe the changes in efficacy elementary teachers experience as they participated in science professional development.

Data from a Math/Science Partnership (MSP) grant sample suggested significant changes in science self-efficacy and improved pedagogy. Mixed methods revealed connections resulting in a multi-faceted Progression of Efficacy Growth flowchart. The results suggest that utilizing the Teacher-to-Teacher (T2T) professional development model has created a pathway for more science teaching across the Hilo elementary schools.

Keywords:  elementary, science, efficacy, professional development model, behaviors, skills, science pedagogy

Author Information

Pascale Creek Pinner earned her Pd.D. in Leadership with a specialization in Educational Leadership from Concordia University Chicago in 2012. Contact Pascale at Hilo Intermediate School, 587 Waianuenue Ave., Hilo, HI 96720, Pascale_pinner@gmail.com.

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