- 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.…

