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The Effect of Cognitive Apprenticeship-Based Professional Development on Teacher Self-Efficacy of Science Teaching, Motivation, Knowledge Calibration, and Perceptions of Inquiry-Based Teaching

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Journal of Science Teacher Education

Abstract

This study investigated the effects of a 1-year professional development (PD) based on a cognitive apprenticeship model of research experiences on inservice teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry of 19 secondary earth science and biology teachers. The PD facilitator, who serves a dual role as a scientist and teacher educator, utilized a cognitive apprenticeship model to shape both scientific thinking and inquiry instruction with 19 inservice teachers. Results indicated that inservice teachers changed their perceptions of inquiry and maintained high self-efficacy throughout all phases of the study. However, teachers refrained from making long-term changes in their cognitive strategy instruction. Implications provide a fuller picture of teacher learning during a RET program, supported with inquiry instruction and the implications of cognitive apprenticeships in offering authentic science research experiences with minimal laboratory resources.

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Authors and Affiliations

  1. College of Education and Human Development, George Mason University, 4400 University Drive, West Hall 2001, MSN 6D2, Fairfax, VA, 22030, USA

    Erin E. Peters-Burton, Sydney A. Merz, Erin M. Ramirez & Maryam Saroughi

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  1. Erin E. Peters-Burton
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  2. Sydney A. Merz
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  3. Erin M. Ramirez
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  4. Maryam Saroughi
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Correspondence to Erin E. Peters-Burton.

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Peters-Burton, E.E., Merz, S.A., Ramirez, E.M. et al. The Effect of Cognitive Apprenticeship-Based Professional Development on Teacher Self-Efficacy of Science Teaching, Motivation, Knowledge Calibration, and Perceptions of Inquiry-Based Teaching. J Sci Teacher Educ 26, 525–548 (2015). https://doi.org/10.1007/s10972-015-9436-1

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