國小教師素養導向探究教學及其相關因素之研究：以成長心態與知識信念為例

A Study on Elementary School Teachers’Competency-Based Inquiry Teaching and Its Related Factors: Taking Growth Mindset and Epistemic Beliefs as Examples

This study investigated elementary school teachers’competency-based inquiry teaching and explored factors influencing it, aiming to provide valuable insights for schools and teachers. All data were collected from questionnaire survey targeting teachers in Taipei City, New Taipei City, and Taoyuan City, total of 376 valid responses. The results revealed several key findings: (1) Teachers’Level of Inquiry Implementation increased as a majority of teachers reported actively guiding students through the inquiry learning process, primarily within the context of the school-developed curriculum; (2) Impact of Professional Background found with a significant variations in teachers’competency across the“identifying situational problems”dimension, based on their professional backgrounds; (3) Influence of Teaching Experience also emerged as a significant factor, impacting teachers’scores in the“inquiry learning guidance”and”action practice and communication”dimensions; (4) Growth Mindset and Epistemic Beliefs, too, significantly influenced teachers’competency in applying inquiry-based teaching approaches.