Investigating the cognitive, affective, and professional developments attained during the first year by the in-service science teachers enrolled in the MATs Program at UTEP.

摘要

The aim of the study is to document the evolution and improvements, which the MAT participants accomplished in the first year of the MAT program. The design of the study combines and intertwines qualitative and quantitative methods to examine both cognitive and affective domains. The documentation takes place in a longitudinal approach, and is done via standardized instruments that have been checked for both validity and reliability and well known in the PER: Physics Education Research community, and via qualitative items such as personal journals, lesson plans, personal interactions, and class observations and surveys.;Participants' Science Teaching Efficacy (PSTE) increased by a small margin in the first semester and increased significantly towards the end of the second semester. Science Teaching Outcome Expectancy (STOE) decreased in the first semester but increased in the second semester. The qualitative data shows enough evidence for the participants' efficacy belief changes as they progressed during the first year. One of the findings of the qualitative data showed that time management was the biggest hurdle the participants faced in attending this program.