![]() ![]() EBT and in particular research evidence is considered a vital knowledge base for teachers that can provide a sound basis for action ( Davies, 1999). Recent studies in teacher education emphasize the implementation of evidence-based teaching (EBT) practices as a way to bridge this gap ( Slavin, 2002 Wiseman, 2010 Bauer et al., 2015). The gap between research and practice in teaching has been extensively discussed in the teacher education literature (e.g., Broekkamp and van Hout-Wolters, 2007 Korthagen, 2007). 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. The results indicate that self-efficacy beliefs are a strong predictor of how frequently teacher educators implement EBT. 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. We report on survey data from N = 243 teacher educators from Germany, Austria, Switzerland, and the United Kingdom. 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. 4Eindhoven School of Education, Eindhoven University of Technology, Eindhoven, NetherlandsĮuropean educational reforms call for the implementation of evidence-based teaching (EBT) in universities.3Faculty of Psychology and Educational Sciences, Ludwig-Maximilians-Universität München, Munich, Germany.2Institute of Education, University of Zurich, Zurich, Switzerland. ![]() 1School of Education, Technical University of Munich, Munich, Germany.Despoina Georgiou 1 *, Sog Yee Mok 2, Frank Fischer 3 †, Jan D. ![]()
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