Student Teachers’ Perceptions of Factors Influencing Learner Agency Working in Teams in a STEAM-Based Course
Youmen Chaaban 1 * , Saba Qadhi 2, Xiangyun Du 1
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1 Educational Research Center College of Education Qatar University, QATAR
2 College of Education Qatar University, QATAR
* Corresponding Author

Abstract

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/10978

EURASIA J Math Sci Tech Ed, 2021 - Volume 17 Issue 7, Article No: em1980

Publication date: 13 Jun 2021

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