Constructing Model of Teachers' Innovative Behaviour in School Environment

Autor/inn/en	Nemeržitski, S.; Loogma, K.; Heinla, E.; Eisenschmidt, E.
Titel	Constructing Model of Teachers' Innovative Behaviour in School Environment
Quelle	In: Teachers and Teaching: Theory and Practice, 19 (2013) 4, S.398-418 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2013.770230
Schlagwörter	Foreign Countries; Educational Innovation; Teacher Behavior; Educational Environment; Self Efficacy; Faculty Development; Predictor Variables; Teaching Methods; Teacher Evaluation; Teacher Participation; Professional Autonomy; Regression (Statistics); Teacher Surveys; Questionnaires; Principals; Teachers; Estonia + Suchen Sie Ihr Suchwort? Ausland; Instructional innovation; Bildungsinnovation; Teacher behaviour; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-efficacy; Selbstwirksamkeit; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher appraisal; Lehrerbeurteilung; Berufsfreiheit; Regression; Regressionsanalyse; Fragebogen; Principal; Schulleiter; Lehrer; Lehrerin; Lehrende; Estland
Abstract	Teachers' innovative behaviour influences not only their teaching practices and professional habits, but also has an impact on students' creation of novel and original ideas. In spite of the increasing demand for innovative behaviour, and also relatively high academic achievements of Estonian students in international comparison, teachers in Estonia often do not use innovative teaching practices, according to "Teaching and Learning International Survey" (TALIS). This study explores possible school environmental factors that may support the innovative behaviour of teachers. A model, where self-efficacy as a trait and different types of teaching practices as behaviour, are components of the model of teachers' innovative behaviour. It is supposed that teachers' innovative behaviour appears in school environments and may be supported by the following factors: interaction and involvement, need and freedom for innovation. The study is carried out as a secondary data analysis, based on a sample of TALIS survey. The results indicate that although the three factors mentioned do not constitute the integrated phenomenon, they do describe different aspects of a teachers' innovative behaviour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10