The Differential Effects of Two Versions of Professional Development on Teachers’ Self-Efficacy to Implement Inquiry

1. The Differential Effects of Two Versions of Professional Development on Teachers’ Self-Efficacy to Implement Inquiry-Based Science Brian Lawton University of Hawai‘i at Mānoa

2. Purposes • Effects of both versions of PD institutes on teacher self-efficacy to implement program • Differences between the two versions • Factors associated with self-efficacy change

3. Data Collection • Qualitative and quantitative methods used • Self-efficacy scale • Developed to facilitate focus group discussion • Focus groups • Conducted immediately following the institutes • Provide in-depth information about changes in self-efficacy • Five stages of inquiry science • Introducing new science investigations • Facilitating valid experimental design • Facilitating the investigation process • Constructing meaning • Linking knowledge to new situations • Seven teachers from the 10-day and seven teachers from the 5-day participated in the study

4. Data Collection (cont.) Self-Efficacy Scale 1. STAGE:Introducing new science investigations - my ability to introduce students to new science investigations by reviewing and tying in previous work. Now Low High ability ability Before Low High ability ability

5. Data Analysis • Only presenting focus group results • Analyzed for changes in self-efficacy • Two categories: • Statements implying an increase in self-efficacy • Statements implying no change in self-efficacy • Categories analyzed to identify the influencing factors • The statements and factors were quantified

6. Results, Influencing Factors • Overall seven factors were identified as influencing self-efficacy. 1 Factors identified as most influential in increasing self-efficacy 2 Factor identified as most associated with no change in self-efficacy

7. Results: Changes in Self-Efficacy

8. Discussion • Group increases in self-efficacy • Changes in self-efficacy between the groups • Groups perceived gains in content and pedagogical knowledge • Importance of 5-day follow-on support

9. Further Study • A study comparing the groups after the 5-day group has received all their training.

10. Thanks!