Page 177 - Empowering pre-service teachers through inquiry - Lidewij van Katwijk

Appendix B
Scales and items of the survey on pre-service teacher inquiry
1.Perceived value of pre-service teacher inquiry (n = 7) Conducting research is nice.
Conducting research is interesting.
Conducting research is useful.
Conducting research is enriching. Conducting research is deepening. Conducting research is instructive. Conducting research is boring.*
2.Expectation of using inquiry competence in one’s future profession (n = 11) Conducting research is part of the job description of a teacher.
Research fits naturally into the work of a teacher.
I think research is a good way for me to increase my level of professionalism.
I would really like to conduct research in my future job.
I prefer to apply to a school where I get the space to do research.
I will conduct research in my future job to improve practice.
I will look for colleagues to conduct research together.
I do not think I will conduct research in my future job as a teacher.* Conducting research is too time consuming.*
Pre-service teacher inquiry is a useless compulsory TE component.* I do not think I will conduct research to resolve a problem in future.*
3.Perceived ability of inquiry competence (n = 6)
I have learned how to design research.
I feel capable of conducting research.
I have acquired knowledge of the topic I researched.
I am able to use knowledge from my research in my work as a teacher.
I have learned enough to independently conduct research in practice. Research helps me to acquire systematic insight into practical problems.
4.Perceived ease of undertaking pre-service teacher inquiry (n = 4) I think that conducting research is easy.
I think that conducting research is difficult.*
I think that conducting research is time consuming.*
Conducting research is too difficult to do without supervision.* *Items that were reverse-scored
.433 .623 .500 .618 .499 .517 .461
.731 .691 .469 .735 .715 .740 .823 .578 .624 .477 .721
.774 .890 .786 .578 .764 .414
B
Appendices
Factor loading
.703 .826 .490 .605
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