Student Teachers’ Perceptions of Factors Influencing Learner Agency Working in Teams in a STEAM-Based Course

The study adopted a sequential mixed-methods approach to investigate student teachers’ learner agency in teamwork setting at Qatar University. In the qualitative phase, total of 10 teachers enrolled course adopting STEAM pedagogical participated in-depth interviews. Qualitative analysis identified seven sources for practicing teams. Using this data, Learner Agency Teamwork Settings survey was constructed. distributed 108 taking same course, which utilized an inquiry, problem solving, and digital-based learning design. exploratory confirmatory factor analyses, four factors emerged, including: interest motivation, self-efficacy, socio-cultural support, team support. findings have important educational implications promoting similar contexts.