Which motivational factors predict pre-service teachers' evidence-informed reasoning when being confronted with teaching problems?
- Teachers are typically confronted with various classroom-related challenges every day (e.g., students might have difficulties understanding new concepts). However, they rarely reason about such challenges in an evidence-informed manner. Based on the theory of planned behavior, we examined what motivational prerequisites might facilitate pre-service teachers’ engagement in evidence-informed reasoning about classroom-related challenges. N = 157 pre-service teachers were asked about their motivation to engage in evidence-informed reasoning and analyzed case scenarios of problematic teaching situations in an online learning environment. Structural equation modeling indicated that attainment value, descriptive normative beliefs, and self-efficacy were important prerequisites for the formation of intentions to engage in evidence-informed reasoning and the subjectively perceived behavior in order to solve classroom-related challenges. The findings suggest to help pre-service teachersTeachers are typically confronted with various classroom-related challenges every day (e.g., students might have difficulties understanding new concepts). However, they rarely reason about such challenges in an evidence-informed manner. Based on the theory of planned behavior, we examined what motivational prerequisites might facilitate pre-service teachers’ engagement in evidence-informed reasoning about classroom-related challenges. N = 157 pre-service teachers were asked about their motivation to engage in evidence-informed reasoning and analyzed case scenarios of problematic teaching situations in an online learning environment. Structural equation modeling indicated that attainment value, descriptive normative beliefs, and self-efficacy were important prerequisites for the formation of intentions to engage in evidence-informed reasoning and the subjectively perceived behavior in order to solve classroom-related challenges. The findings suggest to help pre-service teachers carefully reflect and discuss what is part of the teacher role and their identification with this role.…
