Not useful to inform teaching practice? Student teachers hold skeptical beliefs about evidence from education science

Voss, Thamar

doi:10.3389/feduc.2022.976791

Cited by 7 publications

(8 citation statements)

References 89 publications

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“…Diery et al (2020) underpin that student teachers are more skeptical about the benefits of educational sciences for practice than teacher educators. A recent study by Voss (2022) pointed in the same direction. This can be interpreted as an indicator that student teachers are not fully convinced of the usefulness of educational sciences.…”

Section: Introductionmentioning

confidence: 56%

Can the utility value of educational sciences be induced based on a reflection example or empirical findings—Or just somehow?

Rochnia

Gräsel

2022

Front. Educ.

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Educational sciences are a major component of German teacher education. However, student teachers often do not consider educational sciences in university courses (a profession-specific combination of educational psychology, pedagogy and sociology) as helpful for the practice of teaching. To prepare future teachers for evidence-based practice, this is a disadvantageous motivational starting point, because educational sciences offer a large amount of current and relevant findings that can have a positive impact on educational practice. Thus, it would be beneficial for student teachers to see the utility value of educational sciences. The present study attempts to encourage student teachers to perceive the utility value of educational sciences with a utility value short intervention. Utility value interventions contribute to connecting the learning content with one’s own life to foster the motivation to use scientific knowledge. A 2 × 2 quasi-experiment was conducted. Two of the four groups received a utility value short intervention about educational sciences (Factor 1). In addition, a second factor was analyzed that takes up two patterns of educational reasoning in teacher education (Factor 2): Reasoning was either exemplified with an instruction to reflect on the usefulness of educational sciences (like in reflection-oriented educational reasoning) or with exemplary empirical findings from educational sciences (like in evidence-based educational reasoning). These two kinds of reasoning are objectives of teacher education and therefore could influence the effect of a utility value short intervention. Since epistemic goals influence engagement with educational sciences, they are also taken into account. The results showed that all four variants of the treatment increased the students’ assessment of the utility value of educational sciences; the utility value intervention had no additional effect. This is discussed with recourse to motivational theories and concepts of teacher education.

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Section: Introductionmentioning

confidence: 56%

Can the utility value of educational sciences be induced based on a reflection example or empirical findings—Or just somehow?

Rochnia

Gräsel

2022

Front. Educ.

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“…This rather requires -at best-controlled beforeafter studies. Some examples for such study designs can be found in the field of evidence-informed initial teacher education, of which some are represented in this special issue (e.g., Futterleib et al, 2022;Grimminger-Seidensticker and Seyda, 2022;Lohse-Bossenz et al, 2022;Voss, 2022). Further limitations of this study are, that the sample size at level 2, i.e., the school level, was too low to estimate complex models like the multilevel latent covariate model and multilevel multiple group models.…”

Section: Discussionmentioning

confidence: 99%

Do pupils at research-informed schools actually perform better? Findings from a study at English schools

2023

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IntroductionAcross the globe, many national, state, and district level governments are increasingly seeking to bring about school “self improvement” via the fostering of change, which, at best, is based on or informed by research, evidence, and data. According to the conceptualization of research-informed education as inquiry cycle, it is reasoned that there is value in combining the approaches of data-based decision-making and evidence-informed education. The originality of this paper lies in challenging common claims that teachers’ engagement with research supports development processes at schools and pupil performance.MethodsTo put this assumption to test, a data-set based on 1,457 staff members from 73 English primary schools (school year 2014/2015) was (re-)analyzed in this paper. Not only survey information about trust among colleagues, organizational learning and the research use climate was used (cf. Brown et al., 2016), but also the results from the most recent school inspections and the results from standardized assessment at the end of primary school. Of particular interest was, as to whether the perceived research use climate mediates the association between organizational learning and trust at school on the one hand and the average pupil performance on the other, and whether schools that were rated as “outstanding,” “good,” or “requires improvement” in their most recent school inspection differ in that regard. Data was analyzed based on multi-level structural equation modelling.ResultsOur findings indicate that schools with a higher average value of trust among colleagues report more organizational and research informed activities, but also demonstrate better results in the average pupil performance assessment at the end of the school year. This was particularly true for schools rated as “good” in previous school inspections. In contrast, both “outstanding” schools and schools that “require improvement” appeared to engage more with research evidence, even though the former seemed not to profit from it.DiscussionThe conclusion is drawn that a comprehensive model of research-informed education can contribute to more conceptual clarity in future research, and based on that, to theoretical development.

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“…Potentially, these biases could have artificially inflated the variable relationships examined in this study. This possibility notwithstanding, students are often quite frank about their disregard for educational research, both in empirical studies (Peiser et al., 2022; Voss, 2022) and in personal interactions with teacher education faculty. Still, future studies could collect data on source use that is less prone to the above‐mentioned biases, such as analysing behavioural traces.…”

Section: Discussionmentioning

confidence: 99%

“…Pre‐service teachers often judge educational research as irrelevant because they deem it too detached from daily classroom practice (e.g. Voss, 2022); they struggle with the nature of scientific knowledge and are unsure about its implications and applicability (e.g. Ferguson et al., 2023).…”

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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Not useful to inform teaching practice? Student teachers hold skeptical beliefs about evidence from education science

Cited by 7 publications

References 89 publications

Can the utility value of educational sciences be induced based on a reflection example or empirical findings—Or just somehow?

Can the utility value of educational sciences be induced based on a reflection example or empirical findings—Or just somehow?

Do pupils at research-informed schools actually perform better? Findings from a study at English schools

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

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