Beliefs about Teaching Science: The relationship between elementary teachers’ participation in professional development and student achievement

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Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “Nevertheless, the Teacher Efficacy Scale and related scales (e.g., Science Teaching Efficacy Belief Instrument, Enochs and Riggs 1990) continue to be widely used in studies of teaching self-efficacy (e.g., Gencer and Cakıroglu 2007; Gurvitch and Metzler 2009; Lumpe et al. 2012).”
Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice (2018, methodology): “Guskey’s model has been used across a range of fields and from many perspectives, from professional development for experienced physical education teachers (Armour and Yelling 2004) to beliefs about science teaching (Lumpe et al. 2012), and is included in key review papers in the field including tho”
Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy (2021, background): “…effectiveness, and their beliefs (e.g. self-efficacy) and feelings (e.g. anxiety) can influence intervention fidelity (Cantrell et al., 2013; Klimes-Dougan et al., 2009) and student motivation and achievement (Anderson et al., 1988; Beilock et al., 2010; Canning et al., 2019; Lumpe et al., 2012).”