A Theory of Planned Behaviour-Based Analysis of TIMSS 2011 to Determine Factors Influencing Inquiry Teaching Practices in High-Performing Countries

Autor/inn/en	Pongsophon, Pongprapan; Herman, Benjamin C.
Titel	A Theory of Planned Behaviour-Based Analysis of TIMSS 2011 to Determine Factors Influencing Inquiry Teaching Practices in High-Performing Countries
Quelle	In: International Journal of Science Education, 39 (2017) 10, S.1304-1325 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1328620
Schlagwörter	Teaching Methods; Academic Achievement; Correlation; Achievement Tests; Elementary Secondary Education; Foreign Countries; International Assessment; Mathematics Achievement; Science Tests; Mathematics Tests; Science Achievement; Science Instruction; Science Teachers; Inquiry; Structural Equation Models; Teacher Collaboration; Statistical Analysis; Validity; Factor Analysis; Goodness of Fit; South Korea; Thailand; Singapore; Finland; Russia; Japan; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Korrelation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Statistische Analyse; Gültigkeit; Faktorenanalyse; Korea; Republik; Singapur; Finnland; Russland
Abstract	Given the abundance of literature describing the strong relationship between inquiry-based teaching and student achievement, more should be known about the factors impacting science teachers' classroom inquiry implementation. This study utilises the theory of planned behaviour to propose and validate a causal model of inquiry-based teaching through analysing data relating to high-performing countries retrieved from the 2011 Trends in International Mathematics and Science Study assessments. Data analysis was completed through structural equation modelling using a polychoric correlation matrix for data input and diagonally weighted least squares estimation. Adequate fit of the full model to the empirical data was realised. The model demonstrates that the extent the teachers participated in academic collaborations was positively related to their occupational satisfaction, confidence in teaching inquiry, and classroom inquiry practices. Furthermore, the teachers' confidence with implementing inquiry was positively related to their classroom inquiry implementation and occupational satisfaction. However, perceived student-generated constraints demonstrated a negative relationship with the teachers' confidence with implementing inquiry and occupational satisfaction. Implications from this study include supporting teachers through promoting collaborative opportunities that facilitate inquiry-based practices and occupational satisfaction. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01