The influence of teachers' attitudes and school context on instructional practices in integrated STEM education

被引：76
|
作者：
Thibaut, Lieve [1 ]
Knipprath, Heidi [1 ]
Dehaene, Wim [2 ]
Depaepe, Fien [3 ]
机构：
[1] Katholieke Univ Leuven, Res Grp Educ & Labour Mkt, Res Inst Work & Soc HIVA, Pk Str 47 Box 5300, B-3000 Leuven, Belgium
[2] Katholieke Univ Leuven, Dept Elect Engn ESAT, MICAS, Microelect & Sensors, Kasteelpk Arenberg 10 Box 2443, B-3001 Leuven, Belgium
[3] Katholieke Univ Leuven, Fac Psychol & Educ Sci, Ctr Instruct Psychol & Technol, Dekenstr 2 Box 3773, B-3000 Leuven, Belgium
来源：
TEACHING AND TEACHER EDUCATION | 2018年 / 71卷
关键词：
Teacher attitudes; Instructional practices; School context; Integrated STEM; SELF-EFFICACY; BELIEFS; SCIENCE; DESIGN; IMPLEMENTATION; INQUIRY; POLICY;
D O I：
10.1016/j.tate.2017.12.014
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This paper uses structural equation modelling (SEM) to examine the influence of teachers' attitudes and school context on reported instructional practices in integrated STEM (Science, Technology, Engineering and Mathematics). Instead of using an overall measure for integrated STEM, five specific characteristics (integration, problem-centered, inquiry-based, design-based, and cooperative learning) are examined to get a more in-depth and nuanced insight into the factors influencing implementation. For each STEM characteristic, teachers' attitudes are positively linked with instructional practices Moreover, different aspects of school context influence instructional practices either directly or indirectly. Opportunities for ameliorating the implementation of integrated STEM are discussed. (C) 2018 Elsevier Ltd. All rights reserved.
引用
收藏
页码：190 / 205
页数：16
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