Comparing pre-service teachers', in-service teachers' and educational researchers' evidence-informed reasoning about classroom situations – results of a mixed methods investigation

  • Pre-service teachers rarely engage in evidence-informed reasoning when they are confronted with problematic classroom situations. We argue that interventions that target pre-service teachers’ acquisition of evidence-informed reasoning skills should be informed by research that compares pre-service teachers’, in-service teachers’, and educational researchers’ evidenceinformed reasoning. We asked N = 55 pre-service teachers, in-service teachers, and educational researchers to think aloud about a written classroom scenario and complete a retrospective interview on their evidence-informed reasoning. Results indicate that educational researchers describe problematic events more often than pre- and in-service teachers but do not seem to differ on a number of other reasoning activities. However, educational researchers more often refer to academic knowledge than pre- and in-service teachers. Pre- and in-service teachers do not seem to differ from each other, neither with respect to theirPre-service teachers rarely engage in evidence-informed reasoning when they are confronted with problematic classroom situations. We argue that interventions that target pre-service teachers’ acquisition of evidence-informed reasoning skills should be informed by research that compares pre-service teachers’, in-service teachers’, and educational researchers’ evidenceinformed reasoning. We asked N = 55 pre-service teachers, in-service teachers, and educational researchers to think aloud about a written classroom scenario and complete a retrospective interview on their evidence-informed reasoning. Results indicate that educational researchers describe problematic events more often than pre- and in-service teachers but do not seem to differ on a number of other reasoning activities. However, educational researchers more often refer to academic knowledge than pre- and in-service teachers. Pre- and in-service teachers do not seem to differ from each other, neither with respect to their reasoning activities nor concerning their use of academic knowledge. Additional qualitative analyses illustrate these findings.show moreshow less

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Metadaten
Author:Christina WekerleORCiDGND, Katharina KiemerORCiDGND, Kai WagnerORCiD, Kati TremplerORCiD, Theresa Krause-WichmannORCiD, Martin GreiselORCiDGND, Robin Stark, Ingo KollarORCiDGND
Frontdoor URLhttps://opus.bibliothek.uni-augsburg.de/opus4/115230
URL:https://www.waxmann.com/waxmann-zeitschriften/waxmann-zeitschriftendetails/?no_cache=1&tx_p2waxmann_pi2%5Bzeitschrift%5D=ZEI1004&tx_p2waxmann_pi2%5Baction%5D=ausgabe&tx_p2waxmann_pi2%5Bcontroller%5D=Zeitschrift&cHash=b0a641a9d0562c3f473699b58ec6f907
ISSN:1866-6671OPAC
Parent Title (English):jero - Journal for Educational Research Online
Publisher:Waxmann
Place of publication:Münster
Type:Article
Language:English
Year of first Publication:2024
Publishing Institution:Universität Augsburg
Release Date:2024/09/09
Tag:Evidence-based practice; in-service teachers; educational researchers; mixed methods research; pre-service teachers
Volume:16
Issue:1
First Page:1
Last Page:37
Institutes:Philosophisch-Sozialwissenschaftliche Fakultät
Philosophisch-Sozialwissenschaftliche Fakultät / Psychologie
Philosophisch-Sozialwissenschaftliche Fakultät / Psychologie / Lehrstuhl für Psychologie mit besonderer Berücksichtigung der Pädagogischen Psychologie
Dewey Decimal Classification:1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie
Latest Publications (not yet published in print):Aktuelle Publikationen (noch nicht gedruckt erschienen)
Licence (German):CC-BY-NC-SA 4.0: Creative Commons: Namensnennung - Nicht kommerziell - Weitergabe unter gleichen Bedingungen (mit Print on Demand)