Student Teachers’ Perceptions of Factors Influencing Learner Agency Working in Teams in a STEAM-Based Course

Youmen Chaaban,Saba Qadhi,Xiangyun Du

doi:10.29333/ejmste/10978

Youmen Chaaban, Saba Qadhi + Show 1 more

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

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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.

Highlights

Teamwork has been effectively implemented to improve the quality of knowledge and skill acquisition in varying learning environments (Eteläpelto & Lahti, 2008; Zhao & Zheng, 2014), in a STEAM context, which constitutes an interdisciplinary approach integrating Science, Technology, Engineering, the Arts, and Mathematics (Jho et al, 2016; Perignat & KatzBuonincontro, 2019)
Motivation easier that way, but I only object when there is someone teamwork was contingent upon all members carrying out their negative on the team, who ruins it” (P9)
In some cases, negative feedback was seen as “unfair”, to those who received a lower grade because they “had to take responsibility for the students who failed to do well” (P9). For each of these seven themes emerging from the qualitative phase, the Learner Agency in Teamwork Settings survey was developed and used to collect quantitative data from participating student teachers (N=108) in this phase

Summary

Introduction

Teamwork has been effectively implemented to improve the quality of knowledge and skill acquisition in varying learning environments (Eteläpelto & Lahti, 2008; Zhao & Zheng, 2014), in a STEAM context, which constitutes an interdisciplinary approach integrating Science, Technology, Engineering, the Arts, and Mathematics (Jho et al, 2016; Perignat & KatzBuonincontro, 2019). In a teamwork setting, enacting learner agency can translate into students’ active participation in expressing their thoughts freely, responding to challenges, interacting with their peers, accomplishing team goals, and taking responsibility for the team’s success (Ruys et al, 2010). These experiences offer students the opportunity to discover their personal strengths, interests and goals; develop positive attitudes and dispositions towards learning; and build identities as learners and as future professionals (Jaaskela et al, 2017; Zarraga-Rodriguez et al, 2015). In teacher education, Ruys et al (2010) found that student teachers were rarely engaged in collaboration for their own learning, and were not sufficiently prepared in the pedagogical uses of teamwork for their future classroom practices

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