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RESEARCH PAPER
Student Teachers’ Perceptions of Factors Influencing Learner Agency Working in Teams in a STEAM-Based Course
1
Educational Research Center College of Education Qatar University, QATAR
2
College of Education Qatar University, QATAR
Publication date: 2021-06-13
EURASIA J. Math., Sci Tech. Ed 2021;17(7):em1980
KEYWORDS
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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