Student Teachers' Perceptions of Factors Influencing Learner Agency Working in Teams in a STEAM-Based Course

Autor/inn/en	Chaaban, Youmen; Qadhi, Saba; Du, Xiangyun
Titel	Student Teachers' Perceptions of Factors Influencing Learner Agency Working in Teams in a STEAM-Based Course
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 7, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Art Education; STEM Education; Elementary Education; Preservice Teacher Education; Preservice Teachers; Undergraduate Students; Personal Autonomy; Teamwork; Group Dynamics; Peer Relationship; Trust (Psychology); Self Efficacy; Student Motivation; Inquiry; Active Learning; Problem Based Learning; Electronic Learning; Correlation; Foreign Countries; Qatar + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; STEM; Elementarunterricht; Lehramtsstudiengang; Lehrerausbildung; Individuelle Autonomie; Gruppendynamik; Peer-Beziehungen; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Aktives Lernen; Problem-based learning; Problemorientiertes Lernen; Korrelation; Ausland; Katar
Abstract	The study adopted a sequential mixed-methods approach to investigate student teachers' learner agency in a teamwork setting at Qatar University. In the qualitative phase, a total of 10 student teachers enrolled in a course adopting a STEAM pedagogical approach participated in in-depth interviews. Qualitative analysis identified seven sources for practicing learner agency in teams. Using this data, the Learner Agency in Teamwork Settings survey was constructed. The survey was distributed to 108 student teachers taking the same course, which utilized an inquiry, problem solving, and digital-based learning design. Using exploratory and confirmatory factor analyses, four factors emerged, including: interest and motivation, teamwork self-efficacy, socio-cultural support, and team support. The findings have important educational implications for promoting student teachers' agency in similar educational contexts. (As Provided).
Anmerkungen	Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01