STEM Teachers’ Preparation, Teaching Beliefs, and Perceived Teaching Competence: a Multigroup Structural Equation Approach

Song, Huan; Zhou, Mingming

doi:10.1007/s10956-020-09881-1

Cited by 18 publications

(9 citation statements)

References 69 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In (Figure 9a), Physics learning with PjBL-STEM affects gender and race. In line with the results of the study (Blackburn & Heppler, 2019;Goy et al, 2018;Rainey et al, 2019;Song & Zhou, 2020) Reports that white students consider teachers to be more concerned and provide an active learning d environment, while students of color consider teachers to be less attentive when learning, especially male teachers. PjBL-STEM affects the level of self-efficacy of teachers and students is supported by the results of research (Espinosa et al, 2019;Geng et al, 2019;Zakariya, 2020) mentions that there is a gap between gender and student self-efficacy in STEM disciplines.…”

Section: Methodssupporting

confidence: 67%

Project-Based Learning (PjBL)-STEM: Bibliometric Analysis and Research Trends (2016-2020)

Putri

Krisnaningsih

Suprapro

et al. 2021

Berk Ilm Pendidik Fis

View full text Add to dashboard Cite

This study aims to analyze research trends related to PjBL-STEM topics in 2016-2020 through bibliometric analysis with the Scopus database. Based on the criteria, it obtained 1,169 documents. Microsoft Excel was used to analyze data and VOS viewer as a data visualization. The results showed that PjBL-STEM research is increasing every year. The USA contributes the most research in the world, Indonesia ranks second. Universitas Pendidikan Indonesia, Universitas Negeri Malang, Universitas Sebelas Maret, and Universitas Negeri Semarang are among the top affiliates in PjBL-STEM research in the world. Visualizing the trend of PjBL-STEM research in 2016-2020, there are three clusters, namely 1.) PjBL-STEM as a framework, 2.) PjBL-STEM as self-development, and 3.) Effects of PjBL-STEM research. The results of this study can help researchers related to PjBL-STEM research trends in the world and provide direction in further research.

show abstract

Section: Methodssupporting

confidence: 67%

Project-Based Learning (PjBL)-STEM: Bibliometric Analysis and Research Trends (2016-2020)

Putri

Krisnaningsih

Suprapro

et al. 2021

Berk Ilm Pendidik Fis

View full text Add to dashboard Cite

show abstract

“…Even if the discipline facilities are satisfactory, INT teaching practice requires a more complex implementation in the pre-university environment than IBL High school teachers are not initially trained for teaching using INT. Only teachers’ experience or training courses enhance these skills [ 164 ]. For example, Mathematics is taught as an abstract discipline, separate from other Nature Sciences or Engineering.…”

Section: Discussionmentioning

confidence: 99%

Secondary teachers’ competencies and attitude: A mediated multigroup model based on usefulness and enjoyment to examine the differences between key dimensions of STEM teaching practice

Chiriacescu

Grecu

et al. 2023

PLoS ONE

View full text Add to dashboard Cite

This research explores the mediating role of perceived usefulness and enjoyment of science, technology, engineering, and mathematics (STEM) teaching practice between secondary teachers’ competencies and attitudes in the formal educational context. Also, the research aimed to examine if the relationships between model constructs differ by STEM teaching practice dimension (e.g., Inquiry-based learning (IBL) and Integration of STEM content (INT)). We synthesized the will, skill, tool model (WST), technology acceptance model (TAM) and flow theory (FLT) to develop a theoretical model predicting teacher attitude under the influence of Competencies, Perceived Usefulness and Perceived Enjoyment. Therefore, a mediated multigroup model with validated data from three hundred Romanian secondary teachers who completed questionnaires related to their competencies, perceived usefulness, enjoyment, and attitude toward STEM teaching practices was used. Two comparative teacher survey studies were carried out: one for IBL and one for INT. There are direct and positive relationships between Competencies and Attitude, Competencies and Enjoyment, Competencies and Usefulness, and Enjoyment and Attitude for both IBL and INT teaching practices. The partial least squares path modeling (PLS-SEM) results showed that the control variables had no significant impact on attitude. This research supports evidence for the belief that teachers’ competency is a key predictor of attitude. Precisely, the positive strong direct effect of Competencies on Attitude is similar for IBL (β = 0.49, t = 7.46, p < 0.001; f 2 (Effect size) = 0.29) with for INT teaching practice (β = 0.46, t = 6.46, p < 0.001; f2 (Effect size) = 0.22). Interestingly, this research showed that the perceived Usefulness and Enjoyment partially mediated the association between Competencies and Attitude in both case studies. Understanding the mediating role of perceived usefulness and enjoyment for each STEM practice would help teachers successfully implement STEM education.

show abstract

“…Their positive view of teachers would in turn motivate young people to trust their educators and achieve academic success. Indeed, research indicates that competent teachers are the cornerstone of student motivation to study in the classroom (Miller et al, 2017;Song and Zhou, 2021).…”

Section: 3mentioning

confidence: 99%

“…Indeed, research indicates that competent teachers are the cornerstone of student motivation to study in the classroom (Miller et al. , 2017; Song and Zhou, 2021).…”

Section: Theoretical Framework and Hypothesesmentioning

confidence: 99%

Enhancing education service outcomes through value co-creation

Survilaite,

Auruskeviciene,

Židonis

et al. 2023

BJM

View full text Add to dashboard Cite

PurposeThe purpose is to investigate the impact of the value co-creation behaviour of parents on a set of education service outcomes, including perceived school reputation, parent satisfaction and teacher competence.Design/methodology/approachAn online survey of 932 parents of primary and secondary school children was conducted. Canonical correlation analysis (general linear model) was used to test the impact of parental involvement in value co-creation behaviour on education service outcomes.FindingsValue co-creation behaviour has a positive impact on education service outcomes, but the impact differs depending on the type of behaviour. Parent citizenship behaviour positively affects satisfaction, school reputation and perceived teacher competence. However, parent participation behaviour positively affects satisfaction with the school and perceived teacher competence.Research limitations/implicationsThe study used self-reported data from parents, which may be biased and subject to errors. Future research could use more objective measures such as administrative records or teacher reports. The study's results are limited to one country, highlighting the need for further research in multiple countries.Practical implicationsThe study's findings have implications for education service providers in terms of the importance of supporting parental involvement in their child's school life via value co-creation behaviour.Originality/valueThe study contributes to the service dominant logic, value co-creation theory and educational marketing literature by providing the detailed empirical evidences of parents' value co-creation outcomes in the context of the primary and secondary schools.

show abstract

STEM Teachers’ Preparation, Teaching Beliefs, and Perceived Teaching Competence: a Multigroup Structural Equation Approach

Cited by 18 publications

References 69 publications

Project-Based Learning (PjBL)-STEM: Bibliometric Analysis and Research Trends (2016-2020)

Project-Based Learning (PjBL)-STEM: Bibliometric Analysis and Research Trends (2016-2020)

Secondary teachers’ competencies and attitude: A mediated multigroup model based on usefulness and enjoyment to examine the differences between key dimensions of STEM teaching practice

Enhancing education service outcomes through value co-creation

Contact Info

Product

Resources

About