Painted yellow lines : Exploring parameters of physics teacher self-efficacy in a new teaching landscape

Author / Creator

PERC SM20 (2020)

Conferences

PERC SM20 Juried Talks II (2020)

Available as

Online

Summary

New curricular outcomes are being developed and adopted towards emphasizing personal explanations from cultural experiences and influences intended to complement prevailing curriculum elements of p...

New curricular outcomes are being developed and adopted towards emphasizing personal explanations from cultural experiences and influences intended to complement prevailing curriculum elements of physics phenomena and concepts. Efforts to educate for social justice, inclusion, and cultural awareness across disciplines is a departure from the siloed history of content only curricular matter. However, educating for global citizenship situates teachers in unchartered territory to include new perspectives and knowledge. This study, conducted with secondary level physics teachers (n=32), explored contributing factors related to their perceived efficacy of teaching in these new directions. Findings indicate that a) years of teaching, b) pedagogical strategies and foci, c) epistemological frames, and d) perceived degree of autonomy in conducting classes without administrative interference contribute to their perceptions. With the call for increased diversity in physics, this talk articulates implications for teaching physics in this modern educational landscape.

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