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doi:10.22028/D291-40475
Titel: | Pre-service Teachers’ Evidence-Informed Reasoning: Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems? |
VerfasserIn: | Greisel, Martin Wekerle, Christina Wilkes, Theresa Stark, Robin Kollar, Ingo |
Sprache: | Englisch |
Titel: | Psychology Learning & Teaching |
Bandnummer: | 22 (2023) |
Heft: | 1 |
Seiten: | 20-38 |
Verlag/Plattform: | Sage Publishing |
Erscheinungsjahr: | 2022 |
Freie Schlagwörter: | Evidence-based practice reasoning skills attitude subjective norms self-efficacy pre-service teachers |
DDC-Sachgruppe: | 370 Erziehung, Schul- und Bildungswesen |
Dokumenttyp: | Journalartikel / Zeitschriftenartikel |
Abstract: | Using the theory of planned behavior, we investigated whether attitudes, subjective norms, and self-efficacy facilitate pre-service teachers’ engagement in evidence-informed reasoning about classroom problems. N=157 pre-service teachers were asked about these motivationally relevant antecedents to engaging in evidence-informed reasoning about classroom-related challenges and analyzed case scenarios of problematic teaching situations. Results revealed that self-reported evidence-informed reasoning was directly predicted by intention to engage in evidence-informed reasoning, self-efficacy, and attitude toward evidence-informed reasoning. However, the objectively coded quality of teachers’ evidence-informed reasoning was seemingly negatively predicted by perceived costs and self-efficacy. Thus, the theory of planned behavior partly explained selfreported evidence-informed reasoning, but not objectively observed reasoning. Pre-service teachers might not be skilled enough to assess their own competency accurately and might be unaware of external conditions facilitating or hindering evidence-informed reasoning. Thus, interventions aiming to foster pre-service teachers’ motivation to engage in evidence-informed reasoning might not be effective until such teachers gain the necessary skills. |
DOI der Erstveröffentlichung: | 10.1177/14757257221113942 |
URL der Erstveröffentlichung: | https://doi.org/10.1177/14757257221113942 |
Link zu diesem Datensatz: | urn:nbn:de:bsz:291--ds-404755 hdl:20.500.11880/36361 http://dx.doi.org/10.22028/D291-40475 |
ISSN: | 2057-3022 1475-7257 |
Datum des Eintrags: | 4-Sep-2023 |
Fakultät: | HW - Fakultät für Empirische Humanwissenschaften und Wirtschaftswissenschaft |
Fachrichtung: | HW - Bildungswissenschaften |
Professur: | HW - Prof. Dr. Robin Stark |
Sammlung: | SciDok - Der Wissenschaftsserver der Universität des Saarlandes |
Dateien zu diesem Datensatz:
Datei | Beschreibung | Größe | Format | |
---|---|---|---|---|
greisel-et-al-2022-pre-service-teachers-evidence-informed-reasoning-do-attitudes-subjective-norms-and-self-efficacy.pdf | 845,79 kB | Adobe PDF | Öffnen/Anzeigen |
Diese Ressource wurde unter folgender Copyright-Bestimmung veröffentlicht: Lizenz von Creative Commons