Teacher-inquirer identity in light of educational innovation and during online master thesis: Examination of the inquiry skills and other related components
On a theoretical level, this thesis defines the concept of the teacher-inquirer, elaborates a theoretical model of the inquiry skills practised by teachers when they are conducting an inquiry, and identifies other components related to the teacher-inquirer identity. On a practical level, it construc...
| Author: | |
|---|---|
| Format: | doctoral thesis |
| Status: | Published version |
| Publication Date: | 2021 |
| Country: | España |
| Institution: | CBUC, CESCA |
| Repository: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/673160 |
| Online Access: | http://hdl.handle.net/10803/673160 |
| Access Level: | Open access |
| Keyword: | desenvolupament professional del professor desarrollo profesional docente teacher professional development consulta del professor indagación docente teacher inquiry identitat del professor identidad docente teacher identity identitat investigadora del professor identidad investigadora docente teacher inquirer identity Teacher professional development, Online learning 37 |
| Summary: | On a theoretical level, this thesis defines the concept of the teacher-inquirer, elaborates a theoretical model of the inquiry skills practised by teachers when they are conducting an inquiry, and identifies other components related to the teacher-inquirer identity. On a practical level, it constructs two self-report quantitative questionnaires to measure teachers¿ inquiry skills and other components related to teachers engaging in inquiries, examines relationships between the inquiry skills and other components, and categorises clusters of teachers. Data were collected from two different populations: working teachers conducting inquiries in light of educational innovations and student-teachers conducting theses as part of their studies in online postgraduate courses. In both cases teachers reported that they practised their inquiry skills at least to some extent, and several connections among the investigated components emerged. Three different inquirer profiles were identified based on the extent to which teachers practised their inquiry skills. In general, the three profiles can be ordered from high to low. Lastly, it was found that several components, including sense-making, ownership, agency, and emotions, have an impact on the development of the teacher-inquirer identity. |
|---|