Predictive Modelling of Pre-Service Science and Technology Teachers’ Innovative Behaviour

Abstract

Science and technology (S&T) plays a central role in today’s knowledge- and technology-based society. The transfer of S&T from the education system to the economy should be promoted by teachers using innovative behaviour as an important aspect of providing high-quality education. Several studies have found that a mismatch exists between the economy and the education sector, and that this can be gradually reduced by innovation in the education system. This research aimed to examine the innovative behaviour of pre-service S&T teachers. A sample of 140 pre-service teachers from the University of Ljubljana, Slovenia was selected, and a set of instruments was used to measure their innovative behaviour in classrooms during the 2019–2020 academic year. A model was created and evaluated using multiple regression analysis. The results showed that self-efficacy and attitudes towards S&T strongly predict innovative behaviour, while situational interest may vary depending on the cognitive demands of tasks. A proactive personality was found to be a key factor determining innovative behaviour, while self-efficacy has direct and indirect influences on innovative behaviour, with its indirect influence mediated by creativity and situational interest. These findings have implications for the redefinition of educational design to enhance innovation in the classroom. Keywords: innovative behaviour, predictive modelling, pre-service teachers, science and technology

Native, addict, innovator: young teachers' digital competence in the post-COVID-19 instructional era

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Factores de personalidad e innovación docente en España: aproximación desde distintos enfoques

“…En líneas generales, los docentes innovadores suelen ser respetuosos, democráticos, justos, cuidadosos, comprensivos, positivos, accesibles, autónomos, responsables, creativos y, sobre todo, abiertos al cambio (Chand et al, 2020;Tateo, 2012). De hecho, a través de otros instrumentos se encuentran correlaciones entre la innovación y la apertura al cambio, así como con la valentía (Othman, 2016), la asunción de riesgos (Parlar y Cansoy, 2017) y proactividad (Avsec y Savec, 2021).…”

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“…The information age has spurred an increasing demand for the ability to innovate (Jing et al, 2022; Tams & Dulipovici, 2022; Xu, 2022). Pre-service teachers, as practitioners of educational reform responsible for developing their students’ ability to innovate, should pay attention to the development of their own instructional innovation capability (Avsec & Savec, 2021). In recent years, organizations and institutions in many countries have instituted polices requiring this ability of pre-service teachers, particularly the ability to transform traditional teaching and set up a new type of classroom.…”