Measuring One Aspect of Teachers' Affective States: Development of the Science Teachers' Pedagogical Discontentment Scale

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dc.authoridSoutherland, Sherry/0000-0002-0824-4611
dc.contributor.authorSoutherland, Sherry A.
dc.contributor.authorNadelson, Louis
dc.contributor.authorSowell, Scot
dc.contributor.authorSaka, Yavuz
dc.contributor.authorKahveci, Murat
dc.contributor.authorGranger, Ellen M.
dc.date.accessioned2025-01-27T21:13:41Z
dc.date.available2025-01-27T21:13:41Z
dc.date.issued2012
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe aim of this research is to describe the development of the Science Teachers' Pedagogical Discontentment Scale, an instrument that measures the discontentment that arises in teachers as they recognize a mismatch between their own pedagogical beliefs and goals and their actual classroom practices. From a conceptual change perspective, we explore the meaning of pedagogical discontentment and discuss its role in shaping teachers' receptivity to messages of reform. We present an instrument that can be used to measure teachers' pedagogical discontentment, an instrument that will allow science educators to better describe the affective states of teachers as they enter professional development experiences. The items for the initial instrument were derived from a series of interviews with practicing teachers; from these interviews, a group of 42 items were designed around a group of five subscales. The final instrument, revised after two rounds of field testing, includes 21 multiple-choice items clustered around six subscales (subscales derived from interviews with science teachers). The processes used to develop the items and to refine instrument are discussed. Uses for this instrument to inform professional development experiences are explored as well as implications.
dc.description.sponsorshipMulti-University Reading, Mathematics and Science Initiative (MURMSI) - U.S. Department of Education to the Learning Systems Institute, Office of the Provost, Florida State University [U215K040242]
dc.description.sponsorshipThis research was funded by the Multi-University Reading, Mathematics and Science Initiative (MURMSI) from a grant awarded by the U.S. Department of Education to the Learning Systems Institute, Office of the Provost, Florida State University (Award number U215K040242).
dc.identifier.doi10.1111/j.1949-8594.2012.00168.x
dc.identifier.endpage494
dc.identifier.issn0036-6803
dc.identifier.issn1949-8594
dc.identifier.issue8
dc.identifier.scopus2-s2.0-85171838447
dc.identifier.scopusqualityQ1
dc.identifier.startpage483
dc.identifier.urihttps://doi.org/10.1111/j.1949-8594.2012.00168.x
dc.identifier.urihttps://hdl.handle.net/20.500.12428/28492
dc.identifier.volume112
dc.identifier.wosWOS:000218132900005
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofSchool Science and Mathematics
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.titleMeasuring One Aspect of Teachers' Affective States: Development of the Science Teachers' Pedagogical Discontentment Scale
dc.typeArticle

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