Publication Info
Type Article
Year 2012
Venue Sch. Sci. Math., 112(8): 483-494.
DOI 10.1111/j.1949-8594.2012.00168.x
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Article

Measuring one aspect of teachers’ affective states: Development of the science teachers’ pedagogical discontentment scale

Southerland SA, Saka Y, Nadelson L, Kahveci M, Sowell S, Granger EM

2012 — Sch. Sci. Math., 112(8): 483-494.

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Citation (APA)

Southerland SA, Saka Y, Nadelson L, Kahveci M, Sowell S, Granger EM (2012). Measuring one aspect of teachers’ affective states: Development of the science teachers’ pedagogical discontentment scale. Sch. Sci. Math., 112(8): 483-494. https://doi.org/10.1111/j.1949-8594.2012.00168.x

Abstract

The aim of this research is to describe the development of the Science Teachers’ Pedagogical Discontentment Scale (STPDS), 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.

The initial instrument items were derived from interviews with practicing teachers, resulting in 42 items across five subscales. The final instrument, refined after two rounds of field testing, includes 21 multiple-choice items clustered around six subscales (derived from interviews with science teachers). The paper discusses the item development and refinement processes, explores uses for the instrument to inform professional development experiences, and discusses implications.

BibTeX

@article{ah, title = {Measuring one aspect of teachers’ affective states: Development of the science teachers’ pedagogical discontentment scale}, author = {Southerland SA, Saka Y, Nadelson L, Kahveci M, Sowell S, Granger EM}, year = {2012}, journal = {Sch. Sci. Math., 112(8): 483-494.}, doi = {10.1111/j.1949-8594.2012.00168.x}, abstract = {The aim of this research is to describe the development of the **Science Teachers’ Pedagogical Discontentment Scale (STPDS)**, 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. The initial instrument items were derived from interviews with practicing teachers, resulting in 42 items across five subscales. The final instrument, refined after two rounds of field testing, includes **21 multiple-choice items** clustered around **six subscales** (derived from interviews with science teachers). The paper discusses the item development and refinement processes, explores uses for the instrument to inform professional development experiences, and discusses implications.} }