Evidence-Based Practice in Teacher Education: The Mediating Role of Self-Efficacy Beliefs and Practical Knowledge

Abstract

European educational reforms call for the implementation of evidence-based teaching (EBT) in universities. Based on the evidence-based research paradigm in medical education, this study investigates the relationship between teacher educators' research experience, practical knowledge, self-efficacy beliefs, and frequency of EBT implementation. We report on survey data from N = 243 teacher educators from Germany, Austria, Switzerland, and the United Kingdom. A set of mediation analyses were run to identify the mediating role of self-efficacy beliefs and practical knowledge in the interplay among teacher educators' research experience and frequency of research evidence implementation. The results indicate that self-efficacy beliefs are a strong predictor of how frequently teacher educators implement EBT. Implications about the role of self-efficacy beliefs in teacher educators' professional learning and development along with future steps that are necessary to increase the implementation of EBT practices in teacher education will be discussed.

Unpacking the motivational variables which impact engagement in Lesson Study as a form of professional development among practicing mathematics teachers

“…Additionally, as a teacher's intrinsic motivation is proposed as the most salient predictor of their willingness to engage in professional development (McMillan et al, 2014;Zhang et al, 2021), coupled with the potential vulnerability of opening one's teaching practices to scrutiny from peers, mathematics teaching self-efficacy may affect the attitudes one holds towards lesson study as a form of PD, especially if there is no prior experience of lesson study to base this attitude on. To our knowledge, this has not been researched before in the context of lesson study and is indirectly supported by broader theories such as selfdetermination theory (Deci et al, 1991), which posits that an individual's belief in their own ability to perform a task is correlated to the level of intrinsic motivation they have in an area (Deci & Ryan, 2008;Fokkens-Bruinsma & Canrinus, 2014) and subsequently related to teachers' attitudes (e.g., Bedel, 2016;Shechtman et al, 1993), as well as their use of evidence-based practice (Georgiou et al, 2020).…”

Rethinking teacher education in pandemic times and beyond

“…Evidence forms a vital knowledge base that provides sound basis for action (Georgiou et al, 2020 ; Ferguson, 2021 ) and strengthens one’s position in holding fast to a belief as true (Biesta, 2010 as cited in Ferguson, 2021 ). While decisions on teaching or programme design are not solely based on evidence, it is only with research evidence that helps one to gain an objective perspective that is steeped in research rigour and acts as a corroborator to one’s professional judgement and in situ knowledge.…”

A Hybrid Use of Soft Systems Methodology for Developing a Framework of Evidence-Based Teaching for Hospitality and Tourism Instructors in Vietnam

“…Although many researchers and educators strongly advocate basing policy-making and educational practices on sound evidence, the concept of evidence-based education has remained contentious over the past few decades (Georgiou et al 2020 ; Hammersley 2007 ; Hargreaves 1999 ). The term was first used in a noteworthy lecture delivered by Hargreaves ( 1996 ) in the United Kingdom during a time when the education system in the UK was going through a fundamental transformation which left many teachers confused and stressed (Wiltshier 2007 ).…”

“…One way to address this need is through effective pedagogical strategies that are drawn from the best educational evidence (Mitchell and Sutherland 202 0; Seo and Kim 2021 ; Zhong et al 2021 ; Rajaram 2021 ). However, the concept of evidence-based teaching (EBT) has not been adequately examined in the existing literature of education in general (Georgiou et al 2020 ; Hammersley 2007 ; Hargreaves 1999 ) and in hospitality and tourism education in particular (Deale and Newton 2014 ). In addition, the current discussion on the EBT concept only focuses on the research-based dimension of educational evidence and how to integrate such dimension with teacher’s experience and wisdom.…”