Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 64-78 |
| Journal | Teaching in Higher Education |
| Volume | 21 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 6 Jan 2016 |
Fingerprint
Keywords
- Teacher education
- Iinquiry- based attitude
- Personality
- Professional development
Cite this
}
Exploring teachers’ inquiry-based attitude. / Meijer, Marie-Jeanne; Geijsel, Femke; Kuijpers, Marinka; Boei, Fer; Vrieling, Emmy.
In: Teaching in Higher Education, Vol. 21, No. 1, 06.01.2016, p. 64-78.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Exploring teachers’ inquiry-based attitude
AU - Meijer, Marie-Jeanne
AU - Geijsel, Femke
AU - Kuijpers, Marinka
AU - Boei, Fer
AU - Vrieling, Emmy
PY - 2016/1/6
Y1 - 2016/1/6
N2 - Having a well-founded insight into the characteristics of teachers inquiry-based attitude (IA) supports operationalising IA as a learning goal in teacher education (TE). The aim of this study is to refine the notion of IA from an ill-defined global concept into something with reliable and valid characteristics. To do so, data were gathered on three different occasions amongst three different cohorts of teachers who participated in a master’s programme at a Dutch university for applied sciences. This process of exploration and reconceptualisation was performed in collaboration with teacher educators. The results indicate that, statistically, IA has an internal reflective dimension and an external knowledge-sourcing dimension. Both dimensions can also statistically be differentiated from the personality traits openness to ideas, openness to change and epistemic curiosity. The implications of these findings for TE, plus recommendations for future research, are addressed.
AB - Having a well-founded insight into the characteristics of teachers inquiry-based attitude (IA) supports operationalising IA as a learning goal in teacher education (TE). The aim of this study is to refine the notion of IA from an ill-defined global concept into something with reliable and valid characteristics. To do so, data were gathered on three different occasions amongst three different cohorts of teachers who participated in a master’s programme at a Dutch university for applied sciences. This process of exploration and reconceptualisation was performed in collaboration with teacher educators. The results indicate that, statistically, IA has an internal reflective dimension and an external knowledge-sourcing dimension. Both dimensions can also statistically be differentiated from the personality traits openness to ideas, openness to change and epistemic curiosity. The implications of these findings for TE, plus recommendations for future research, are addressed.
KW - Teacher education
KW - Iinquiry- based attitude
KW - Personality
KW - Professional development
U2 - 10.1080/13562517.2015.1115970
DO - 10.1080/13562517.2015.1115970
M3 - Article
VL - 21
SP - 64
EP - 78
JO - Teaching in Higher Education
JF - Teaching in Higher Education
SN - 1356-2517
IS - 1
ER -