BooKS Engineers in the Classroom: Self-Efficacy as a Critical Component of Teaching
Tom Haskell, Ohio University, United States ; Jana Hovland, Marshall University, United States ; Shu-chien Pan, Teresa Franklin, Ohio University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper reports the findings of a study conducted within a National Science Foundation GK-12 project called the Boat-of-Knowledge in the Science Classroom in which civil engineering graduate students (Fellows) are expected to create and deliver inquiry-based lessons in high school science classrooms. A phenomenological case study technique is used to examine the transcripts of reflections, meeting discussions and presentations, classroom observations and lesson plan texts for evidence of teacher self-efficacy in developing and presenting inquiry-based lesson plans in science classrooms. Findings indicate that while the Fellows at times present content that is engaging and follows an inquiry-based lesson plan design, they lack teacher self-efficacy when in the classroom.
Haskell, T., Hovland, J., Pan, S.c. & Franklin, T. (2012). BooKS Engineers in the Classroom: Self-Efficacy as a Critical Component of Teaching. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1171-1176). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).