(How) can educational research evidence contribute to improving teaching and learning? Theses and questions on the discussion around teachers’ evidence-oriented reasoning and action

Bauer, Johannes; Kollar, Ingo

doi:10.1007/s42010-023-00166-1

Cited by 7 publications

(3 citation statements)

References 89 publications

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“…This study reveals rather great enthusiasm among teachers for science and research, holding substantial potential to affirm the attitudes of teachers in their roles as "teachers as researchers" [85]. Therefore, motivating teachers and assessing their knowledge bases and their usefulness becomes crucial for further promoting evidence-based teaching [86]. Studies suggest that teachers must believe in the usefulness and applicability of theory-based sources of knowledge to learn how to implement them effectively [87].…”

Section: Teachers' Evidence-based Teaching Practices (Rq1)mentioning

confidence: 91%

From Research to Retweets—Exploring the Role of Educational Twitter (X) Communities in Promoting Science Communication and Evidence-Based Teaching

Déchène,

Lesperance,

Ziernwald

et al. 2024

Education Sciences

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Twitter has evolved from its initial purpose as a microblogging social network to a pivotal platform for science communication. Equally, it has gained significant popularity among teachers who utilize communities like the German #twitterlehrerzimmer (TWLZ; Twitter teachers’ lounge) as a digital professional learning network. (1) Background: To date, no studies examine how science communication is conducted on Twitter specifically tailored to teachers’ needs and whether this facilitates evidence-based teaching. (2) Methods: Answering the three research questions involved a comprehensive mixed methods approach comprising an online teacher survey, utility analysis using Analytical Hierarchy Process (AHP) models, and machine learning-assisted tweet analyses. (3) Results: Teachers implement research findings from the TWLZ in their teaching about twice a month. They prefer interactive tweets with specific content-related, communicative, and interactive tweet features. Science communication in the TWLZ differs from everyday communication but notably emphasizes the relevance of transfer events for educational practice. (4) Conclusions: Findings highlight that dialogue is essential for successful science communication. Practical implications arise from new guidelines on how research findings should be communicated and encourage teachers to reflect on their Twitter usage and attitude toward evidence-based teaching. Recommendations for further research in this emerging field are also discussed.

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Section: Teachers' Evidence-based Teaching Practices (Rq1)mentioning

confidence: 91%

From Research to Retweets—Exploring the Role of Educational Twitter (X) Communities in Promoting Science Communication and Evidence-Based Teaching

Déchène,

Lesperance,

Ziernwald

et al. 2024

Education Sciences

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“…Schulpraxis Im vorliegenden Beitrag wird unter Evidenzorientierung in der Unterrichts-und Schulpraxis in Anlehnung an einschlägige Literatur (z.B. Bauer & Kollar, 2023;Bauer, Prenzel & Renkl, 2015;Trempler et al, 2015) die reflektierte und situationsangemessene Berücksichtigung und Nutzung der besten verfügbaren und belastbaren Informatio nen (z.B. empirische Befunde oder Theorien) beim Treffen von beruflichen Entscheidun gen verstanden.…”

Section: Theoretischer Hintergrundunclassified

Nutzung von Forschungswissen durch Lehrpersonen – Eine datengestützte Betrachtung von Nutzungsprofilen

Locher,

Unger,

Hartmann

et al. 2023

BzL

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Der vorliegende Beitrag befasst sich mit der Nutzung von forschungsbezogenem Wissen durch Lehrpersonen. Er exploriert, inwiefern sich drei aus der Literatur ableitbare Nutzungsprofile von Lehrpersonen (forschungskritisch, forschungsambivalent und forschungsaffin) empirisch identifizieren lassen. Hierzu wurden a) auf der Basis einer Online-Befragung von 123 Lehrpersonen eine latente Profilanalyse sowie b) bei einem Subsample eine qualitative Inhaltsanalyse frei formulierter Antworten durchgeführt. Aus beiden Analysen ergibt sich Unterstützung für die Differenzierung der postulierten Nutzungsprofile, was mit Statements von Lehrpersonen illustriert wird. Insgesamt gaben die befragten Lehrpersonen an, selten Forschungswissen für die alltägliche Praxis zu nutzen.

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“…Cultivating high professional competence requires, on the one hand, acquiring substantial and well‐structured domain‐specific knowledge and, on the other hand, integrating and enriching it with meaningful professional experience (Baumert et al., 2010). This mindful integration of scientific knowledge and professional experience reverberates in conceptions of evidence‐informed practice (Bauer & Kollar, 2023; Rousseau & Gunia, 2016).…”

Section: Introductionmentioning

confidence: 99%

Using the theory of planned behaviour to predict pre‐service teachers' preferences for scientific sources

Gold,

Thomm,

Bauer

2023

Brit J of Edu Psychol

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BackgroundDespite the growing emphasis on research‐based teacher education and calls for evidence‐informed practice, teachers tend to prefer experiential over scientific knowledge sources to inform their actions, justify decisions and analyse educational problems. This tendency already occurs as early as during initial teacher education, and it is possibly bolstered by school internships where mentors emphasise the value of practical over scientific knowledge.AimsThe present study applied the theory of planned behaviour (TPB) to investigate under what conditions pre‐service teachers intend to use and prefer scientific sources from educational research.MethodsThe study's participants were 343 pre‐service teachers in a half‐year school internship who indicated their attitudes towards educational research, behavioural control (i.e. self‐efficacy), perceived subjective norm, intentions of using research and preference for scientific sources in a survey. Perceived subjective norm was established by measuring whether pre‐service teachers believed their mentors considered research‐based knowledge.ResultsIn line with the predictions of the standard TPB model, structural equation modelling confirmed the effects of positive attitudes, self‐efficacy and perceived subjective norm on pre‐service teachers' intentions of using research. In turn, intentions and self‐efficacy predicted preferences for scientific sources but not the use of scientific sources when planning a lesson in the internship.ConclusionsPre‐service teachers' scientific source preferences are shaped not only by personal dispositions but also by the social context of school.

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(How) can educational research evidence contribute to improving teaching and learning? Theses and questions on the discussion around teachers’ evidence-oriented reasoning and action

Cited by 7 publications

References 89 publications

From Research to Retweets—Exploring the Role of Educational Twitter (X) Communities in Promoting Science Communication and Evidence-Based Teaching

From Research to Retweets—Exploring the Role of Educational Twitter (X) Communities in Promoting Science Communication and Evidence-Based Teaching

Nutzung von Forschungswissen durch Lehrpersonen – Eine datengestützte Betrachtung von Nutzungsprofilen

Using the theory of planned behaviour to predict pre‐service teachers' preferences for scientific sources

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