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Teacher Professional Development and Self-Efficacy Beliefs

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The Role of Science Teachers’ Beliefs in International Classrooms

Abstract

While school effectiveness recommendations address a litany of factors, it is becoming increasing clear that teachers are critically important to the success of education reforms since they play such a key role in directly impacting student learning (Borko, 2004; Nye, Konstantopoulos & Hedges, 2004; Fullan, Hill & Crevola, 2006). The Teaching Commission (2004) stated that teachers are “our nation’s most valuable profession” (p.12). In light of the increasing emphasis placed on the teacher and their professional actions, some reform efforts began to focus on improving teacher quality.

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Author information

Authors and Affiliations

  1. School of Education, Seattle Pacific University, United States

    Andrew Lumpe

  2. Washington State Office of Superintendent of Public Instruction, United States

    Amy Vaughn

  3. School of Education, Seattle Pacific University, United States

    Robin Henrikson

  4. School of Education, Seattle Pacific University, United States

    Dan Bishop

Authors
  1. Andrew Lumpe
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  2. Amy Vaughn
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  3. Robin Henrikson
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  4. Dan Bishop
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Editor information

Editors and Affiliations

  1. University of Copenhagen, Denmark

    Robert Evans

  2. University of Georgia, USA

    Julie Luft

  3. University of Toledo, USA

    Charlene Czerniak

  4. National Science Foundation, Arlington, USA

    Celestine Pea

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© 2014 Sense Publishers

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Lumpe, A., Vaughn, A., Henrikson, R., Bishop, D. (2014). Teacher Professional Development and Self-Efficacy Beliefs. In: Evans, R., Luft, J., Czerniak, C., Pea, C. (eds) The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-557-1_4

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