Building on teachers' beliefs to support inquiry pedagogies. Looking for synergies between two European projects.

Autor/inn/en	Quesada, Antonio; Ariza, Marta R.; Abril, A.m.
Titel	Building on teachers' beliefs to support inquiry pedagogies. Looking for synergies between two European projects.
Quelle	Aus: Gómez Chova, L. (Hrsg.); López Martínez, A. (Hrsg.); Candela Torres, I. (Hrsg.): INTED2014. Proceedings, 8th International Technology, Education and Development Conference. Valencia, Spain: IATED Academy (2014) S. 4370-4378 PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISSN	2340-1079
ISBN	978-84-616-8412-0
URN	urn:nbn:de:0111-pedocs-118072
Schlagwörter	Fragebogenerhebung; Lehrertyp; Lehrerfortbildung; Lehrerverhalten; Lehrerpersönlichkeit; Forschendes Lernen; Mathematikunterricht; Mathematische Bildung; Naturwissenschaftliche Bildung; Naturwissenschaftlicher Unterricht; Forschendes Lehren; EU-Forschungsprogramm; EU-Projekt; Spanien
Abstract	Educational research has pointed out the impact that teacher attitudes and beliefs have on innovation and changes in curriculum. On the other hand it has also been reported that any professional development course should be built upon teacher views and practices to be successful. Thus, understanding teachers' beliefs about professional development courses related to IBL approaches can inform us how teachers are likely to adopt and implement this methodology. Taking into account this framework we aim to analyse how Spanish teachers of Mathematics and Science education perceive some features of IBL before they will be engaged in professional development courses as learners and multipliers. Through this study we provide a rich picture of teachers' views about usefulness of PD courses, difficulties and hindering factors for IBL, attitudes towards IBL implementation, etc. This paper reports some early results, which will be analysed and discussed from our National perspective. Data were collected using a Spanish version of a questionnaire, designed in English within the project, which has also been use in a cross-international survey. Based on those findings, some implications for teacher development using IBL will also be discussed. (Author).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/3