Teacher value for professional development,self-efficacy,and student outcomes within a digital mathematics intervention |
| |
| Institution: | 1. University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, 301 Pharmacy Lane, Chapel Hill, NC 27599, United States;2. Cedarville University, School of Pharmacy, 251 N. Main St., Cedarville, OH 45314, United States;3. Cedarville University, School of Pharmacy, 251 N. Main St., Cedarville, OH 45314, United States;4. Cedarville University, School of Pharmacy, 251 N. Main St., Cedarville, OH 45314, United States |
| |
| Abstract: | We examined teacher self-efficacy within the context of a suite of mathematics learning games, Spatial Temporal Mathematics (ST Math) to analyze the associations between teacher value for professional development and self-efficacy, and the associations of both with student achievement outcomes. We found that higher teacher valuing of ST Math professional development was associated with higher self-efficacy for teaching ST Math, and that teacher self-efficacy had a small positive association with student achievement, although the latter result was not replicated in a subdivision of the sample. These associations provide information on how teacher perceptions and self-beliefs about interventions and professional development may drive implementation and student outcomes. |
| |
| Keywords: | Professional development Self-efficacy Educational technology Implementation |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
