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