Investigating Teachers' Knowledge, Skills, Attitudes and Agency in Constructing an Intelligence-Friendly Classroom
Abstract:
Multiple dimensional intelligence theories have the capacity to provide an understanding of the nature and development of human potentials and talent, as well as building intelligence-friendly environments as smart context. However, little is known about how to create such intelligence-friendly classroom contexts. This study aims to investigate teachers' knowledge, skills, attitudes, and agency in applying multiple dimensional intelligence theories in the classroom, with a specific focus on British Columbia (BC) classroom settings. Employing a quantitative research methodology through a cross-sectional survey design, this study will shed light on teachers' current knowledge, skills, attitudes, and agency in creating such classroom environments. It will also contribute to further efforts towards creating equitable, fair, effective, and enriched education for all students. Multiple dimensional intelligence theories have the capacity to provide an understanding of the nature and development of human potentials and talent, as well as building intelligence-friendly environments as smart context. However, little is known about how to create such intelligence-friendly classroom contexts. This study aims to investigate teachers' knowledge, skills, attitudes, and agency in applying multiple dimensional intelligence theories in the classroom, with a specific focus on British Columbia (BC) classroom settings. Employing a quantitative research methodology through a cross-sectional survey design, this study will shed light on teachers' current knowledge, skills, attitudes, and agency in creating such classroom environments. It will also contribute to further efforts towards creating equitable, fair, effective, and enriched education for all students.
Abstract:
Multiple dimensional intelligence theories have the capacity to provide an understanding of the nature and development of human potentials and talent, as well as building intelligence-friendly environments as smart context. However, little is known about how to create such intelligence-friendly classroom contexts. This study aims to investigate teachers' knowledge, skills, attitudes, and agency in applying multiple dimensional intelligence theories in the classroom, with a specific focus on British Columbia (BC) classroom settings. Employing a quantitative research methodology through a cross-sectional survey design, this study will shed light on teachers' current knowledge, skills, attitudes, and agency in creating such classroom environments. It will also contribute to further efforts towards creating equitable, fair, effective, and enriched education for all students. Multiple dimensional intelligence theories have the capacity to provide an understanding of the nature and development of human potentials and talent, as well as building intelligence-friendly environments as smart context. However, little is known about how to create such intelligence-friendly classroom contexts. This study aims to investigate teachers' knowledge, skills, attitudes, and agency in applying multiple dimensional intelligence theories in the classroom, with a specific focus on British Columbia (BC) classroom settings. Employing a quantitative research methodology through a cross-sectional survey design, this study will shed light on teachers' current knowledge, skills, attitudes, and agency in creating such classroom environments. It will also contribute to further efforts towards creating equitable, fair, effective, and enriched education for all students.