STEM Teacher Beliefs and Inquiry-Based Teaching Practices: Influencing Factors, Development, And Practical Implementations.

Autor/in	Hesse, Alice
Sonst. Personen	Neumann, Knut (Hrsg.); Parchmann, Ilka (Hrsg.)
Titel	STEM Teacher Beliefs and Inquiry-Based Teaching Practices: Influencing Factors, Development, And Practical Implementations.
Quelle	Kiel: Universitätsbibliothek Kiel (2023), 161 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit Dissertation, Universität Kiel, 2023.
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:gbv:8:3-2023-00267-5
Schlagwörter	Lehrer; Forschendes Lernen; Unterricht; Überzeugung; Entwicklung; Hochschulschrift
Abstract	Within the scope of this dissertation, the relationship between teachers' beliefs, inquiry-based teaching practice, and factors influencing them will be investigated. The goal is to help science and mathematics teachers to increase their implementation of inquiry-based teaching methods by strengthening their learning-related and self-efficacy beliefs. This work focused on three main areas: (i) the role of influencing factors on teachers' learning-related and self-efficacy beliefs, (ii) the relationship between change in teachers' beliefs and inquiry-based teaching practice and the role of interaction between the two constructs, and (iii) the importance of influencing factors in supporting or hindering change in teachers' beliefs and inquiry-based teaching practice in science and mathematics. By considering internal and external factors influencing change in teachers' beliefs and their inquiry-based teaching practices, this dissertation contributes to a systemic understanding of teachers' professional development. This systemic understanding provides insights into how teachers can be supported in integrating innovative instructional approaches such as inquiry-based teaching into their science and mathematics classrooms. With an increased implementation of inquiry-based teaching, students can develop subject content knowledge in the sense of a basic mathematical and scientific education with authentic, hands-on, investigative tasks, and also gain valuable insights into the scientific inquiry methods of science and mathematics.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2023/1