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Session:
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PER: Student Content Understanding, Problem-Solving and Reasoning
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Paper Type:
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Contributed
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Title:
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Inquiry-based PD: Influence on Self-efficacy in Teaching Math through Physics
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Meeting:
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2018 Winter Meeting: San Diego, CA |
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Location:
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N/A |
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Date:
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Time:
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5:10PM
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Author:
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L. J. Clark,, University of Tennessee,
8659244133, dr.jenevaclark@utk.edu
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Co-Author(s):
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Peggy Bertrand, Jonathan M. Clark
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Abstract:
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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.
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Footnotes:
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None
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Presentation:
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AAPT 2018 Talk.pdf
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