Please use this identifier to cite or link to this item: http://hdl.handle.net/10609/137546
Title: Teacher-inquirer identity in light of educational innovation and during online master thesis: Examination of the inquiry skills and other related components
Author: Konstantinidis, Angelos
Director: Badia Garganté, Toni
Keywords: teacher professional development
indagación docente
teacher inquiry
teacher identity
teacher inquirer identity
Issue Date: 7-Oct-2021
Publisher: Universitat Oberta de Catalunya (UOC)
Abstract: 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.
Language: English
URI: http://hdl.handle.net/10609/137546
Appears in Collections:Tesis doctorals

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