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Science Teacher Self-Efficacy Beliefs, Change Processes, and Professional Development

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The Role of Science Teachers’ Beliefs in International Classrooms

Abstract

This chapter conceptually integrates three frameworks: teacher self-efficacy beliefs, teacher change processes, and teacher professional development as a means of improving teaching and learning in science.

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Author information

Authors and Affiliations

  1. Department of Middle and Secondary Education, College of Education, Georgia State University, United States

    Kadir Demir

  2. CDE Research Associates, Inc, Watkinsville, GA, USA

    Chad D. Ellett

Authors
  1. Kadir Demir
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  2. Chad D. Ellett
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Editor information

Editors and Affiliations

  1. University of Copenhagen, Denmark

    Robert Evans

  2. University of Georgia, USA

    Julie Luft

  3. University of Toledo, USA

    Charlene Czerniak

  4. National Science Foundation, Arlington, USA

    Celestine Pea

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© 2014 Sense Publishers

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Demir, K., Ellett, C.D. (2014). Science Teacher Self-Efficacy Beliefs, Change Processes, and Professional Development. In: Evans, R., Luft, J., Czerniak, C., Pea, C. (eds) The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-557-1_12

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