The curiosity of educators from two cultural groups: Implications to professional development

被引：3
作者：
Birenbaum, Menucha [1 ]
Nasser-Abu Alhija, Fadia [1 ]
机构：
[1] Tel Aviv Univ, Tel Aviv, Israel
来源：
TEACHING AND TEACHER EDUCATION | 2020年 / 96卷
关键词：
Curiosity dimensions; Cultural comparisons; Assessment modes; Response style; Assessment for learning (AfL); School-based professional learning community (SBPLC); SOCIAL DESIRABILITY; EPISTEMIC CURIOSITY; PERSONALITY-TRAITS; RESPONSE STYLES; GENDER; MATHEMATICS; IMPACT; JEWISH; ACQUIESCENCE; ACHIEVEMENT;
D O I：
10.1016/j.tate.2020.103150
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The curiosity of Israeli educators from two separate educational systems (Jewish and Arab) was compared regarding five curiosity dimensions, types of curious people, and values that drive actions. Two assessment modes were employed (Likert-type and open-ended). The quantitative and qualitative analyses showed significant differences between the two groups on most measures, which were illustrated by authentic quotes from the participants. Inferences were drawn based on substantive culture-related explanations, some of which were qualified by response-style accounts. The paper concludes with implications for culturally-tailored professional development to enhance educator curiosity and their assessment for learning practice to nurture the curiosity and self-regulated learning of their students. (C) 2020 Elsevier Ltd. All rights reserved.
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页数：15
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