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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



Diese Ressource wurde unter folgender Copyright-Bestimmung veröffentlicht: Lizenz von Creative Commons Creative Commons