Exploring teachers' inclination towards adopting inquiry-based learning in social studies: Insights from teacher professional identity

被引：0
作者：
Lu, Chenchen [1 ]
Obenchain, Kathryn [1 ]
Zhang, Yuxiao [1 ]
机构：
[1] Purdue Univ, Coll Educ, 100 N Univ St, W Lafayette, IN 47907 USA
来源：
TEACHING AND TEACHER EDUCATION | 2024年 / 145卷
关键词：
Inquiry-based learning; Social studies; Teacher professional identity; Constructivist beliefs; Teacher autonomy; Teacher self-efficacy; HISTORY TEACHERS; BELIEFS; CURRICULUM; EFFICACY; COMMITMENT; EDUCATION; KNOWLEDGE;
D O I：
10.1016/j.tate.2024.104628
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
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 inquirybased practices in social studies.
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页数：13
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