身份(音乐)
教育学
心理学
教师教育
专业发展
数学教育
专业学习社区
社会学
声学
物理
作者
Chenchen Lü,Kathryn M. Obenchain,Yuxiao Zhang
标识
DOI:10.1016/j.tate.2024.104628
摘要
This study, employing an online survey with 183 U.S. teachers, explored the relationship between teachers' professional identity and their inclination towards adopting inquiry-based learning activities to instruct social studies. Within our conceptualization, constructivist beliefs and teacher efficacy were positively associated with their adoption of inquiry. However, teacher autonomy showed a negative relationship, implying the role of curriculum responsibilities in decision-making. The positive relationship between respect and inquiry adoption was mediated by teachers' department chair/head positions. The study also covered subject matter domain, teaching experience, and educational attainment. The findings provide valuable insights for promoting inquiry-based practices in social studies.
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