Teaching for Innovation Competence in Higher Education Built Environment Engineering Classrooms: Teachers' Beliefs and Perceptions of the Learning Environment

Autor/inn/en	Ovbiagbonhia, A. R.; Kollöffel, Bas; Den Brok, Perry
Titel	Teaching for Innovation Competence in Higher Education Built Environment Engineering Classrooms: Teachers' Beliefs and Perceptions of the Learning Environment
Quelle	In: European Journal of Engineering Education, 45 (2020) 6, S.917-936 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ovbiagbonhia, A. R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2020.1784097
Schlagwörter	Innovation; Competency Based Education; Engineering Education; College Students; College Faculty; Physical Environment; Educational Environment; Self Efficacy; Creativity; Relevance (Education); Teacher Attitudes; Student Attitudes; Foreign Countries; Constructivism (Learning); Questionnaires; Likert Scales; Surveys; Netherlands; Constructivist Learning Environment Survey + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Ingenieurausbildung; Collegestudent; Fakultät; Natürliche Umwelt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-efficacy; Selbstwirksamkeit; Kreativität; Relevance; Relevanz; Lehrerverhalten; Schülerverhalten; Ausland; Fragebogen; Likert-Skala; Survey; Umfrage; Befragung; Niederlande
Abstract	In this study we investigated teachers' beliefs about innovation competence relevance and their creative self-efficacy and compared teachers' and students' perceptions of the learning environment in the Built Environment engineering education domain. In total, 94 teachers participated in this study by completing a questionnaire. Teachers perceived their creative self-efficacy and the learning environment in their classrooms to be supportive of innovation competence. However, only a minority of the teachers considered teaching for innovation competence relevant; most teachers perceived a focus on innovation competence in the curriculum as neutral. Multiple regression analyses showed that teachers' creative self-efficacy beliefs significantly predicted their perception personal relevance. Similarly, perception of focus on innovation competence in the curriculum significantly predicted perceived uncertainty, while creative self-efficacy significantly predicted perceived knowledge-building through teacher-student and student-student negotiation. Findings of the study are discussed with respect to developing students' innovation competence in the Built Environment education domain. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01