학술논문
Examining the Sustainability of Effective Professional Development Using a Workshop Design.
Document Type
Article
Author
Source
Subject
*ADULT education workshops
*PROFESSIONAL education
*SELF-efficacy
*SUSTAINABILITY
*SCIENCE teachers
*SCIENCE education
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Language
ISSN
0011-8044
Abstract
Many elementary classroom teachers perceive themselves as unprepared to teach science effectively. The authors of this article introduce a study in which science teachers were offered free, 3-week summer science workshops over the course of 8 years. The study examined to what extent the information learned from these hands-on science workshops was still being used 2-8 years later. The researchers found the workshops not only built the participants' science-teaching self-efficacy but also helped them to move up the teacher career-stages continuum. [ABSTRACT FROM AUTHOR]