New Factors in Teacher Training in Innovative Educational Methods Focusing on Inquiry-Based Science Education

Authors

TRNA Josef TRNOVÁ Eva

Year of publication 2016
Type Article in Proceedings
Conference IMCIC'16 - ICSIT 2016, The 7th International Multi-Conference on Complexity, Informatics, and Cybernetics - The 7th International Conference on Society, and Information Technologies, Proceedings, Volume II
MU Faculty or unit

Faculty of Education

Citation
Field Pedagogy and education
Keywords effectiveness; inquiry-based science education; limiting factors; teacher training
Description The study is devoted to research into new limiting factors in science teacher education. Design-based research was the basic framework, with the use of specific research methods such as a curricular Delphi study, Kirton’s Adaptation-Innovation Inventory, a case study, structured observation, a questionnaire, structured interviews, and analysis of teachers’ products. The main research outcome is determination of new limiting factors of the effectiveness of teacher training in inquiry-based science education: creativity styles of teachers, adult learning styles of teachers, and individual education of teachers. Teacher constructivism and motivation are the bases of the developed method for overcoming these limiting factors.

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