Predictive Modelling of Pre-Service Science and Technology Teachers' Innovative Behaviour

Autor/inn/en	Avsec, Stanislav; Savec, Vesna Ferk
Titel	Predictive Modelling of Pre-Service Science and Technology Teachers' Innovative Behaviour
Quelle	In: Journal of Baltic Science Education, 20 (2021) 2, S.171-183 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Avsec, Stanislav) ORCID (Savec, Vesna Ferk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Science Education; Technology Education; Foreign Countries; Preservice Teachers; Preservice Teacher Education; Educational Innovation; Self Efficacy; Student Attitudes; Predictor Variables; Student Interests; Difficulty Level; Personality Traits; Value Judgment; Creativity; Student Satisfaction; Slovenia + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; Ausland; Lehramtsstudiengang; Lehrerausbildung; Instructional innovation; Bildungsinnovation; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Prädiktor; Studieninteresse; Schwierigkeitsgrad; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Werturteil; Kreativität; Slowenien
Abstract	Science and technology (S&T) plays a central role in today's knowledge- and technology-based society. The transfer of S&T from the education system to the economy should be promoted by teachers using innovative behaviour as an important aspect of providing high-quality education. Several studies have found that a mismatch exists between the economy and the education sector, and that this can be gradually reduced by innovation in the education system. This research aimed to examine the innovative behaviour of pre-service S&T teachers. A sample of 140 pre-service teachers from the University of Ljubljana, Slovenia was selected, and a set of instruments was used to measure their innovative behaviour in classrooms during the 2019-2020 academic year. A model was created and evaluated using multiple regression analysis. The results showed that self-efficacy and attitudes towards S&T strongly predict innovative behaviour, while situational interest may vary depending on the cognitive demands of tasks. A proactive personality was found to be a key factor determining innovative behaviour, while self-efficacy has direct and indirect influences on innovative behaviour, with its indirect influence mediated by creativity and situational interest. These findings have implications for the redefinition of educational design to enhance innovation in the classroom. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01