The effect of professional development on in-service STEM teachers’ self-efficacy: a meta-analysis of experimental studies

International Journal of STEM Education

Review

Zhihong Xu¹  Lina Shu²  Yolanda Padrón²  Xuan Zhou³ 

[1] Department of Agricultural Leadership, Education, and Communications, Texas A&M University, 77843, College Station, TX, USA;Department of Educational Psychology, Texas A&M University, 77843, College Station, TX, USA;Department of Educational Psychology, Texas A&M University, 77843, College Station, TX, USA;Department of Research Data Service, University Libraries, Texas State University, 78640, San Marcos, TX, USA;

关键词: STEM;    Professional development;    Teacher training;    Teacher efficacy;    Meta-analysis;   

DOI  :  10.1186/s40594-023-00422-x

 received in 2022-10-10, accepted in 2023-04-27,  发布年份 2023

来源: Springer

【 摘 要 】

This meta-analysis examined the effectiveness of teacher professional development (PD) training on improving in-service STEM teachers’ self-efficacy in the K-12 teaching context. Twenty-one articles yielded 48 effect size estimates, incorporating 1412 teachers in the final analyses. Results indicated that the overall effect size of PD training on K-12 STEM teachers’ self-efficacy was strong at g = 0.64 (p < 0.01). This review contributes to the STEM teacher self-efficacy literature and confirms the significant impact of PD on improving STEM teachers’ self-efficacy. Results regarding the impact of substantive PD characteristics provide policymakers and practitioners seeking to improve STEM teacher self-efficacy with information for improving PD. Recommendations for researchers are also discussed in the paper.

【 授权许可】

CC BY   
© The Author(s) 2023

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