Professional Development Programs for Elementary Science Teachers: An Analysis of Teacher Self-Efficacy Beliefs and a Professional Development Model

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Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “Posnanski (2002) found that practicing elementary science teachers became more self-efficacious after participating in a professional development program that included videotaped teaching models.”
Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students (2006, background): “Posnanski (2002) found that personal science teaching efficacy was improved in a course that included a type of modelling in which the tutor assumed the role of a primary teacher and the students assumed the role of children, as they participated in hands-on activities in preparation for real exper”
The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy (2009, background): “…education courses can have on preservice teachers’ self-efficacy when the courses include factors such as use of the inquiry approach (Jarrett, 1999; Posnanski, 2002), practice teaching (Cannon & Scharmann, 1996; Kelly, 2000), and a classroom environment that includes fun and success (Watters &…”
Durability of Changes in Self‐efficacy of Preservice Primary Teachers (2006, methodology): “These include the use of an inquiry approach (Bohning & Hale, 1998; Jarrett, 1999; Posnanski, 2002), extensive use of hands-on activities (Butts, Koballa Jr.”