AAPT Abstract Archive

Abstract Information

  Session: PER: Student Content Understanding, Problem-Solving and Reasoning
  Paper Type: Contributed
  Title: Inquiry-based PD: Influence on Self-efficacy in Teaching Math through Physics
  Meeting: 2018 Winter Meeting: San Diego, CA
  Location: N/A
  Time: 5:10PM
  Author: L. J. Clark,, University of Tennessee,
8659244133, dr.jenevaclark@utk.edu
  Co-Author(s): Peggy Bertrand, Jonathan M. Clark
  Abstract: In this study, when mathematics teachers (n=20) were provided professional development pertaining to physics content, their physics content knowledge improved, as did their self-efficacy in teaching mathematics through physics. However, this analysis reveals these two gains were not significantly correlated. Also, this study examines what components of self-efficacy. For example, technology and equipment concerns were somewhat alleviated by the training, and teachers gained confidence to anticipate, detect, and remediate student physics-related errors. These results have practically significant implications for cross-curricular STEM professional development design and implementation, while revealing theoretically significant nuances in the development of teacher knowledge.
  Footnotes: None
  Presentation: AAPT 2018 Talk.pdf

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