The Involvement in Inquiry-Based Working of Primary Teachers in China
A Large-Scale Study
Bibliographic Data
| ID | 22041895 |
|---|---|
| Authors | Yuqiao Luo (0000-0001-8922-8025, South China Normal University, corresponding author), Hanne Tack (0000-0002-6199-4411, Ghent University), Martin Valcke (0000-0001-9544-4197, Ghent University), Huang Zuo (0000-0002-5341-4819, South China Normal University), Ruben Vanderlinde (0000-0002-4912-3410, Ghent University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 12 |
| Pages | 1622 |
| Publication date | 2025-12-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15121622 |
| OpenAlex | W4416913462 |
| Language | EN |
| Citations received | 1 |
| References cited | 44 |
Worldwide, educational systems have shown a growing interest in teachers as inquiry-oriented professionals. The present study reports on a large-scale quantitative study to explore the current involvement of Chinese primary school teachers in inquiry-based working. The latter reflects three forms of activities at both the classroom and school levels, including systematic reflection, using research, and conducting research. Data were collected from a sample of 5566 primary teachers from 114 schools across seven cities. Multilevel analysis results show how primary school teachers feel challenged to engage in inquiry-based working when tackling school-level problems. Several individual-level predictors, such as educational level, research function, and teachers’ perception of research-related courses, could be identified as significant precursors of teachers’ involvement in inquiry-based working. At the school level, significant predictors are related to the location of the school. In this regard, large disparities were found in teacher involvement in inquiry-based working between rural and urban schools. The paper argues that these insights provide implications as to how teacher education and school policy can support primary teachers to become inquiry-oriented professionals
Multilevel model · Multimethodology · Perception · Primary education · School teachers · Teacher education · Mathematics Education and Teaching Techniques · Science Education and Pedagogy · Teacher Education and Leadership Studies
Classification, Data Analysis, and Data Highways
Teacher identity development through action research
Answers to 20 Questions About Interrater Reliability and Interrater Agreement
From teacher to teacher-researcher
Professional development in inquiry-based working; the experiences of graduates from academic teacher education programmes
Teachers as evaluators
An Introduction to Multilevel Modeling for Social and Personality Psychology
Multilevel Analysis
What Does Professional Rank Mean to Teachers? A Survey of the Multiple Impacts of Professional Rank on Urban and Rural Compulsory Education Teachers
Teachers and pre-service teachers as partners in collaborative teacher research
Understanding and improving teachers’ research engagement
The involvement in inquiry-based working of teachers of research-intensive versus practically oriented teacher education programmes
How teachers become teacher researchers
Measuring teachers' and student teachers' perceptions of practice-based research in PDS and non-PDS settings
Research capacity and initial teacher education reform
Research studies and active learning promoting professional competences in Finnish teacher education
School context and instructional capacity
Building teachers’ research literacy
Language teacher research engagement
Learning at the Boundaries of Research and Practice
What is the value essence of “double reduction” ( Shuang Jian ) policy in China? A policy narrative perspective
Doing More With Less
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |