The curiosity of educators from two cultural groups: Implications to professional development

Menucha Birenbaum*, Fadia Nasser-Abu Alhija

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

The curiosity of Israeli educators from two separate educational systems (Jewish and Arab) was compared regarding five curiosity dimensions, types of curious people, and values that drive actions. Two assessment modes were employed (Likert-type and open-ended). The quantitative and qualitative analyses showed significant differences between the two groups on most measures, which were illustrated by authentic quotes from the participants. Inferences were drawn based on substantive culture-related explanations, some of which were qualified by response-style accounts. The paper concludes with implications for culturally-tailored professional development to enhance educator curiosity and their assessment for learning practice to nurture the curiosity and self-regulated learning of their students.

Original languageEnglish
Article number103150
JournalTeaching and Teacher Education
Volume96
DOIs
StatePublished - Nov 2020

Keywords

  • Assessment for learning (AfL)
  • Assessment modes
  • Cultural comparisons
  • Curiosity dimensions
  • Response style
  • School-based professional learning community (SBPLC)

Fingerprint

Dive into the research topics of 'The curiosity of educators from two cultural groups: Implications to professional development'. Together they form a unique fingerprint.

Cite this