Teachers' Adoption of Inquiry-Based Learning Activities
The Importance of Beliefs About Education, the Self, and the Context
Bibliographic Data
| ID | 4309700 |
|---|---|
| Authors | Michiel Voet (0000-0002-4218-4077, Ghent University, corresponding author), Bram De Wever (0000-0003-4352-4915, Ghent University) |
| Year | 2019 |
| Volume | 70 |
| Issue | 5 |
| Pages | 423-440 |
| Publication date | 2019-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487117751399 |
| OpenAlex | W2783242838 |
| Language | EN |
| Citations received | 23 |
| References cited | 50 |
Even though studies have shown that the impact of professional development on inquiry-based learning (IBL) tends to remain limited when it fails to consider teachers' beliefs, there is little known about how these beliefs influence teachers' adoption of IBL. In answer to this issue, the present study offers a framework that explains teachers' use of IBL through three constitutive dimensions of beliefs systems, covering the constructs of education, the self, and the context. This framework is empirically investigated through a survey study with 536 secondary school history teachers. The resulting data are used to estimate a structural equation model (SEM), which indicates that the framework is able to explain a relatively large portion (38%) of the variance in teachers' decision to implement IBL. Based on the findings, the implications for professional development and research on teachers' use of IBL in general, and within history education in particular, are discussed
Context (archaeology · Context effect · Mathematics education · Pedagogy · Professional development · School teachers · Self-efficacy · Structural equation modeling · Teacher education · Variance (accounting · Computer Science · Educational Strategies and Epistemologies · Educator Training and Historical Pedagogy · Evaluation of Teaching Practices · Mathematics · Psychology · Social Psychology
Action research as a methodology for professional development in leading an educational process
The experience of teaching
Teachers and the Epistemology of History
Development of preservice teachers’ inquiry thinking skills
Exploring primary teachers' perceptions of inquiry-based learning
Integrating aesthetic experience and inquiry-based learning
Epistemic Beliefs and Pre-service Teachers’ Conceptions of History Instruction
Portuguese Primary-School Teachers’ Experiences on Their Participation in a Professional Development Program on Experimental Science Teaching
An Exploration of Physics Teachers’ Lesson Plans Within the Ibse Framework
From pre-service science teacher towards transformative intellectual
Hybrid language as a tool for enhancing involvement in learning a biochemistry process
Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students
Managing cognitive dissonance in art teacher education
Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoring
Changes in teachers' beliefs
Using Inquiry-Based Learning to Explore Respect of Cultural Base Design
Teachers’ Readiness and Self-Efficacy in Implementing Inquiry-Based Learning in Primary Mathematics Education
Developing Pre-Service Teachers’ Disciplinary Literacy Skills in Social Studies
Exploring teachers’ inclination towards adopting inquiry-based learning in social studies
Comparing judgements of educational desirability between learner and instructor roles with low or high proficiency
Representaciones del profesorado acerca de la enseñanza-aprendizaje de la asignatura "Paisaje y sostenibilidad" en aulas de secundaria en Galicia, España
Comparing teacher beliefs and actions during collaborative geographical inquiry
Presence of Animals in Primary School and Preschool Classrooms
Personal Epistemology Research
Scaffolding and Achievement in Problem-Based and Inquiry Learning
Implication of Research on Teacher Belief
A review of research on teacher beliefs and practices
Domain-Generality and Domain-Specificity in Personal Epistemology Research
Self-Efficacy Beliefs in Academic Settings
A Review of Empirical Literature on Inquiry Professional Development
The development of epistemological understanding
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching
Meta-Analysis of Inquiry-Based Learning
Cutoff criteria for fit indexes in covariance structure analysis
Teachers’ Beliefs and Educational Research
Determinants of social desirability bias in sensitive surveys
Teacher Efficacy
Cognitive and Instructional Processes in History and the Social Sciences
The role of beliefs in the practice of teaching
Methods of coping with social desirability bias
History teachers' thinking about the nature of their subject
History teachers' conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context
Preparing pre-service history teachers for organizing inquiry-based learning
Intensive Document-Based Instruction in a Social Studies Methods Course and Student Teachers' Attitudes and Practice in Subsequent Field Experiences
Making Sense of “Best Practice” in Teaching History
Content as Context
Wrinkles in Time and Place
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks
Teacher efficacy
Principles and Practice of Structural Equation Modeling
History Teachers' Knowledge of Inquiry Methods
Examining Studies of Inquiry-Based Learning in Three Fields of Education
Learning to Open Up History for Students
| Citations per year | 3.83 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |