Teaching for Innovation Competence in Higher Education Built Environment Engineering Classrooms: Teachers' Beliefs and Perceptions of the Learning Environment
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| Title: | Teaching for Innovation Competence in Higher Education Built Environment Engineering Classrooms: Teachers' Beliefs and Perceptions of the Learning Environment |
|---|---|
| Language: | English |
| Authors: | Ovbiagbonhia, A. R. (ORCID |
| Source: | European Journal of Engineering Education. 2020 45(6):917-936. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Innovation, Competency Based Education, Engineering Education, College Students, College Faculty, Physical Environment, Educational Environment, Self Efficacy, Creativity, Relevance (Education), Teacher Attitudes, Student Attitudes, Foreign Countries, Constructivism (Learning), Questionnaires, Likert Scales, Surveys |
| Geographic Terms: | Netherlands |
| Assessment and Survey Identifiers: | Constructivist Learning Environment Survey |
| DOI: | 10.1080/03043797.2020.1784097 |
| ISSN: | 0304-3797 |
| Abstract: | In this study we investigated teachers' beliefs about innovation competence relevance and their creative self-efficacy and compared teachers' and students' perceptions of the learning environment in the Built Environment engineering education domain. In total, 94 teachers participated in this study by completing a questionnaire. Teachers perceived their creative self-efficacy and the learning environment in their classrooms to be supportive of innovation competence. However, only a minority of the teachers considered teaching for innovation competence relevant; most teachers perceived a focus on innovation competence in the curriculum as neutral. Multiple regression analyses showed that teachers' creative self-efficacy beliefs significantly predicted their perception personal relevance. Similarly, perception of focus on innovation competence in the curriculum significantly predicted perceived uncertainty, while creative self-efficacy significantly predicted perceived knowledge-building through teacher-student and student-student negotiation. Findings of the study are discussed with respect to developing students' innovation competence in the Built Environment education domain. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1278717 |
| Database: | ERIC |
| Abstract: | In this study we investigated teachers' beliefs about innovation competence relevance and their creative self-efficacy and compared teachers' and students' perceptions of the learning environment in the Built Environment engineering education domain. In total, 94 teachers participated in this study by completing a questionnaire. Teachers perceived their creative self-efficacy and the learning environment in their classrooms to be supportive of innovation competence. However, only a minority of the teachers considered teaching for innovation competence relevant; most teachers perceived a focus on innovation competence in the curriculum as neutral. Multiple regression analyses showed that teachers' creative self-efficacy beliefs significantly predicted their perception personal relevance. Similarly, perception of focus on innovation competence in the curriculum significantly predicted perceived uncertainty, while creative self-efficacy significantly predicted perceived knowledge-building through teacher-student and student-student negotiation. Findings of the study are discussed with respect to developing students' innovation competence in the Built Environment education domain. |
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| ISSN: | 0304-3797 |
| DOI: | 10.1080/03043797.2020.1784097 |
