Student Teachers’ Perceptions of Factors Influencing Learner Agency Working in Teams in a STEAM-Based Course
More details
Hide details
Educational Research Center College of Education Qatar University, QATAR
College of Education Qatar University, QATAR
Publication date: 2021-06-13
EURASIA J. Math., Sci Tech. Ed 2021;17(7):em1980
The study adopted a sequential mixed-methods approach to investigate student teachers’ learner agency in a teamwork setting at Qatar University. In the qualitative phase, a total of 10 student teachers enrolled in a course adopting a STEAM pedagogical approach participated in in-depth interviews. Qualitative analysis identified seven sources for practicing learner agency in teams. Using this data, the Learner Agency in Teamwork Settings survey was constructed. The survey was distributed to 108 student teachers taking the same course, which utilized an inquiry, problem solving, and digital-based learning design. Using exploratory and confirmatory factor analyses, four factors emerged, including: interest and motivation, teamwork self-efficacy, socio-cultural support, and team support. The findings have important educational implications for promoting student teachers’ agency in similar educational contexts.
Bandura, A. (2006). Toward a psychology of human. Perspectives on Phycological Science, 1(2), 164-180.
Borrego, M., Karlin, J., McNair, L. D., & Beddoes, K. (2013). Team effectiveness theory from industrial and organizational psychology applied to engineering student project teams: A research review. Journal of Engineering Education, 102(4), 472-512.
Campbell, E. (2012). Teacher agency in curriculum contexts. Curriculum Inquiry, 42(2), 183-190.
Chaaban, Y., & Sawalhi, R. (2020). The role of agency in the development of a teacher leadership stance among student teachers during the practicum experience. Research in Post-Compulsory Education, 25(2), 171-192.
Chaaban, Y., Qadhi, S., & Du, X. (2021). Student teachers’ agency in the transition to emergency online learning. Research in Post-Compulsory Education, 26(2), 231-255. Chad, P. (2012). The Use of team-based learning as an approach to increased engagement and learning for marketing students: A case study. Journal of Marketing Education, 34(2), 128-139.
Chapman, K. J., Meuter, M. L., Toy, D., & Wright, L. K. (2010). Are student groups dysfunctional? Perspectives from both sides of the classroom. Journal of Marketing Education, 32(1), 39-49.
Creswell, J. W. (2014) Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
Du, X., Ebead, U., Sabah, S., Ma, J., & Naji, K. K. (2019). Engineering students’ approaches to learning and views on collaboration: How do both evolve in a PBL environment and what are their contributing and contrasting factors? EURASIA Journal of Mathematics, Science and Technology Education, 15(11), em1774.
Eteläpelto, A., & Lahti, J. (2008). The resources and obstacles of creative collaboration in a long-term learning community. Thinking Skills and Creativity, 3, 226-240.
Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45-65.
Fredrick, T. A. (2008). Facilitating better teamwork: Analyzing the challenges and strategies of classroom-based collaboration. Business Communication Quarterly, 71(4), 439-455.
Harrington, D. (2009). Confirmatory factor analysis. Oxford University Press.
Hassanein, A. (2011). A qualitative student evaluation of group learning in higher education. Higher Education in Europe, 32(2/3), 135-150.
Jääskelä, P., Poikkeus, A.M., Vasalampi, K., Valleala, U.M., & Rasku-Puttonen, H. (2017). Assessing agency of university students: Validation of the AUS scale. Studies in Higher Education, 42(11), 2061-2079.
Jho, H., Hong, O., & Song, J. (2016). An analysis of STEM/STEAM teacher education in Korea with a case study of two schools from a community of practice perspective. Eurasia Journal of Mathematics, Science & Technology Education, 12(7), 1843-1862.
Klemenčič, M. (2017). From student engagement to student agency: Conceptual considerations of European policies on student-centered learning in higher education. Higher Education Policy, 30, 69-85.
Kvale, S., & Brinkmann, S. (2009). Interview. Hans Reitzel.
Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). The relationship between departments as professional communities and student achievement in secondary schools. Teaching and Teacher Education, 27, 722-731.
Meirink, J. A., Imants, J., Meijer, P. C., & Verloop, N. (2010). Teacher learning and collaboration in innovative teams. Cambridge Journal of Education, 40(2), 161-181.
Miles, M., Huberman, A. M., and Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Sage.
Pintrich, P.R., Smith, D., Garcia, T., and McKeachie, W. (1993). Predictive validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychology Measurement, 53, 801-813.
Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, 31, 31-43.
Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloomsbury.
Reeves, P. M., Pun, W. H., & Chung, K. S. (2017). Influence of teacher collaboration on job satisfaction and student achievement. Teaching and Teacher Education, 67, 227-236.
Rigelman, N., & Ruben, B. (2012). Creating foundations for collaboration in schools: Utilizing professional learning communities to support teacher candidate learning and visions of teaching. Teaching and Teacher Education, 28, 979-989.
Rudawska, A. (2017). Students’ team project experiences and their attitudes towards teamwork. Journal of Management and Business Administration, 25(1), 78-97.
Ruohotie-Lyhty, M., & Moate, J. (2016). Who and how? Preservice teachers as active agents developing professional identities. Teaching and Teacher Education, 55, 318-327.
Ruiz-Ulloa, B. C., & Adams, S. G. (2004). Attitude toward teamwork and effective teaming. Team Performance Management, 10(7/8), 145-151.
Ruys, I., Van Keer, H., & Aelterman, A. (2010). Collaborative learning in pre-service teacher education: an exploratory study on related conceptions, self-efficacy and implementation. Educational Studies, 36(5), 537-553.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55, 68-78.
Toom, A., Pietarinen, J., Soini, T., & Pyhältö, K. (2017). How does the learning environment in teacher education cultivate first year student teachers’ sense of professional agency in the professional community? Teaching and Teacher Education, 63, 126-136.
Trede, F., Macklin, R., & Bridges, D. (2012). Professional identity development: a review of the higher education literature. Studies in Higher Education, 37(3), 365-384.
Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
Väisänen, S., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2017). Social support as a contributor to student teachers’ experienced well-being. Research Papers in Education, 32(1), 41-55.
Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17-40.
Zarraga-Rodriguez, M., Jaca, C., & Viles, E. (2015). Enablers of team effectiveness in higher education Lecturers’ and students’ perceptions at an engineering school. Team Performance Management, 21(5/6), 274-292.
Zhao, K., & Zheng, Y. (2014). Chinese Business English students’ epistemological beliefs, self-regulated strategies, and collaboration in project-based learning. Asia-Pacific Education Researcher, 23(2), 273-286.
Zimmerman, B. J., & Cleary, T. J. (2006). Adolescents’ development of personal agency. In F. Pajares & T. Urdan (Eds.), Adolescence and education (Vol. 5): Self-efficacy beliefs of adolescents (pp. 45-69). Information Age.
Journals System - logo
Scroll to top