Share Paper: Collaborative curriculum-design to increase science teaching self-efficacy: a qualitative exploration of teacher interactions

  1. Chantal Velthuis, Edith Stein University for Teacher Education, Netherlands
  2. Petra Fisser, University of Twente, Netherlands
  3. Jules Pieters, University of Twente, Netherlands
  4. Joke Voogt, University of Twente, Netherlands
Wednesday, March 7 5:15 PM-6:45 PM Capitol D

Abstract: Teachers’ sense of self-efficacy is a powerful predictor of their behavior in the classroom and student outcomes, because self-efficacy affects the effort they invest in teaching. The results of more self-confident primary teachers in science is that more time in the classroom is allocated to science and secondly that more inquiry-based activities takes place in the classroom. This paper describes how a Teacher Design Team (TDT) contributes to the increase of teaching self-efficacy of primary teachers in science and technology (S & T). In particular, the interactions of teachers during the ADDIE stages are observed to determine the value of ...