@article {989,
	title = {PREDICTIVE MODELLING OF PRE-SERVICE SCIENCE AND TECHNOLOGY TEACHERS{\textquoteright} INNOVATIVE BEHAVIOUR},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {171-183},
	abstract = {Science and technology (S\&T) plays a central role in today{\textquoteright}s knowledge- and technology-based society. The transfer of S\&T from the education system to the economy should be promoted by teachers using innovative behaviour as an important aspect of providing high-quality education. Several studies have found that a mismatch exists between the economy and the education sector, and that this can be gradually reduced by innovation in the education system. This research aimed to examine the innovative behaviour of pre-service S\&T teachers. A sample of 140 pre-service teachers from the University of Ljubljana, Slovenia was selected, and a set of instruments was used to measure their innovative behaviour in classrooms during the 2019{\textendash}2020 academic year. A model was created and evaluated using multiple regression analysis. The results showed that self-efficacy and attitudes towards S\&T strongly predict innovative behaviour, while situational interest may vary depending on the cognitive demands of tasks. A proactive personality was found to be a key factor determining innovative behaviour, while self-efficacy has direct and indirect influences on innovative behaviour, with its indirect influence mediated by creativity and situational interest. These findings have implications for the redefinition of educational design to enhance innovation in the classroom. },
	keywords = {innovative behaviour, pre-service teachers, predictive modelling, Science and technology},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.171},
	url = {http://oaji.net/articles/2021/987-1616865598.pdf},
	author = {Stanislav Avsec and Ferk Savec, V.}
}
@article {724,
	title = {PRE-SERVICE TEACHERS{\textasciiacute} BELIEFS ABOUT THE BENEFITS AND CHALLENGES OF STSE BASED SCHOOL-INDUSTRY COLLABORATION AND PRACTICES IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {1034-1045},
	abstract = {School-industry collaboration can be an effective way to implement STSE issues to teaching. However, teachers{\textasciiacute} negative beliefs, lack of knowledge, resources, support and opportunities to collaborate with companies can impede the efficient implementation. In this case-study, 42 Finnish and Slovenian pre-service teachers{\textasciiacute} STSE beliefs were first examined before and after the school-industry collaboration course by survey. After the course, beliefs of 8 Finnish pre-service teachers were analyzed in more detail by open-ended questionnaires and reflective writing. The pre-service teachers were more confident to teach STSE issues after the course in both countries. However, they needed more support and knowledge from the community members they collaborated with (i.e. representatives of industries, university teacher, student colleagues and school teachers). The industry-based teaching material was considered beneficiary especially for mixed-ability classrooms and the whole course was regarded useful for future practices. The results of this research highlight the importance of pre-service teacher education and practices with STSE issues. The positive and negative beliefs should be examined frequently already during the pre-service education in order to develop tools for teacher support and encouragement. This research promotes a practical example and ideas of a local school-company collaboration. },
	keywords = {school-industry collaboration, sience teacher education, STSE issues, teachers{\textasciiacute} beliefs},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.1034},
	url = {http://oaji.net/articles/2017/987-1544860568.pdf},
	author = {P{\"a}ivi Kousa and Maija Aksela and Ferk Savec, V.}
}
