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 1.Introducing new science investigations 2.Facilitating valid experimental design 3.Facilitating the investigation process 4.Constructing meaning 5.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

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 Factors influencing increased self-efficacy Content/pedagogical knowledge 1 Program Structure 1 Professional Collaboration Experience Factors influencing no change in self-efficacy Practice/feedback 2 Student characteristics Experience Time issues

7 Results: Changes in Self-Efficacy Changes in self-efficacy 10-day version 5-day version Statements identified as increases in self-efficacy 118 Statements identified as no change in self-efficacy 69

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!