The role of teacher self-efficacy beliefs in the success of PD

January 1st, 2013 | RESEARCH

Teachers’ beliefs are key in determining the effect of professional development (PD) initiatives. In this study, teachers’ self-efficacy beliefs about their ability to teach science and the amount of PD they received were found to be significant and positive predictors of student achievement.


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Team Members

Heather King, Author, King's College London

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Audience: Educators | Teachers | Museum | ISE Professionals
Discipline: Education and learning science | General STEM
Resource Type: Research Brief | Research Products
Environment Type: Higher Education Programs | Informal | Formal Connections | K-12 Programs | Professional Development | Conferences | Networks | Professional Development and Workshops