Assessment of Self-Efficacy, Attitudes, and Value Toward Inquiry-Based Practices in Preservice Teachers

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 4
  In Roundtable Session: Enhancing Teacher Preparation: Validating Inquiry-Based Practices, Critical Assessment, and Evolving Perceptions in Education (Table 8)

Abstract

This study validates the TIP-MapVa-PRE questionnaire, designed to assess how pre-service teachers envision implementing inquiry-based practices, their self-efficacy, attitudes, and the value placed on inquiry. A sample of 150 pre-service teachers from 14 universities participated. Exploratory factor analysis identified nine dimensions of inquiry practices. Reliability analysis showed strong internal consistency (α = 0.927). Findings indicate significant positive correlations between inquiry practices and self-efficacy, attitudes, and perceived value. The study underscores the importance of incorporating systematic reflection, scientific knowledge, and research into teacher education, promoting a more just and renewed education system. The validated TIP-MapVa-PRE questionnaire is a valuable tool for evaluating prospective teachers' inquiry identity in the context of equitable educational renewal.

Authors

• Natalia Contreras, Ramon Llull University

• Eva Liesa, Universitat Ramon Llull

• Paula Mayoral, Ramon Llull University

• Auli Toom, University of Helsinki

• Juanjo Mena, Universidad de Salamanca