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The last decades have demonstrated growing calls for innovations associated with science teaching methods. In the light of science education reforms, teaching methods have focused on scientific inquiry, discovery, and other constructivist approaches.
Research on innovations in science education raises discussion about the application of new technology, a need to infuse arts and social emotional learning content into science education, and use of innovative models to improve critical thinking skills and enhance teachers' self-efficacy. However, there is a lack of research on innovative work behavior of science teachers' personal, cognitive, and environmental factors.
The researchers in this book address to the phenomenon of innovative work behavior and aim to reveal the associations between the science teachers' innovative work behavior and personal, cognitive, and environmental factors.
List of contents
The internal structure of science teachers' innovative work behavior - The role of demographic, educational, and organizational factors on science teachers' innovative work behavior - The influence of organization leadership support and professional development on science teachers' innovative work behavior
About the author
Palmira Peciuliauskiene , PhD, is a professor of Education Academy, Vytautas Magnus University. The research area is didactics of science education. Her research interests involve motivation for learning science, innovations in science education, and digital technology in science education.
Lina Kaminskiene, PhD, is a professor and chancellor of Education Academy, Vytautas Magnus University. Her research interests involve research on educational and curriculum innovations, personalization of learning, technology-enhanced learning, self-regulated, non-formal and informal learning, labor market, and employability.
