Evidence-based practice in teacher education: The mediating role of self-efficacy beliefs and practical knowledge

Despoina Georgiou; Sog Yee Mok; Frank Fischer; Jan D. Vermunt; Tina Seidel

doi:10.3389/feduc.2020.559192

Evidence-based practice in teacher education: The mediating role of self-efficacy beliefs and practical knowledge

Despoina Georgiou (Corresponding author), Sog Yee Mok, Frank Fischer, Jan D. Vermunt, Tina Seidel

Research output: Contribution to journal › Article › Academic › peer-review

19 Downloads (Pure)

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.

Original language	English
Article number	559192
Number of pages	15
Journal	Frontiers in Education
Volume	5
DOIs	https://doi.org/10.3389/feduc.2020.559192
Publication status	Published - 3 Dec 2020

Keywords

Evidence-based practice
Teacher education
Self-efficacy beliefs
Practical knowledge
Teacher learning
Professional development
Professional learning

Access to Document

10.3389/feduc.2020.559192Licence: CC BY

Georgiou et al (2020) FrontEducFinal published version, 2.54 MBLicence: CC BY

Fingerprint Dive into the research topics of 'Evidence-based practice in teacher education: The mediating role of self-efficacy beliefs and practical knowledge'. Together they form a unique fingerprint.

Cite this

@article{14aaec99f98c40d0b1c48779b9bb8c3b,

title = "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.",

keywords = "Evidence-based practice, Teacher education, Self-efficacy beliefs, Practical knowledge, Teacher learning, Professional development, Professional learning",

author = "Despoina Georgiou and Mok, {Sog Yee} and Frank Fischer and Vermunt, {Jan D.} and Tina Seidel",

year = "2020",

month = dec,

day = "3",

doi = "10.3389/feduc.2020.559192",

language = "English",

volume = "5",

journal = "Frontiers in Education",

issn = "2504-284X",

publisher = "Frontiers Media S.A.",

}

TY - JOUR

T1 - Evidence-based practice in teacher education: The mediating role of self-efficacy beliefs and practical knowledge

AU - Georgiou, Despoina

AU - Mok, Sog Yee

AU - Fischer, Frank

AU - Vermunt, Jan D.

AU - Seidel, Tina

PY - 2020/12/3

Y1 - 2020/12/3

N2 - 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.

AB - 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.

KW - Evidence-based practice

KW - Teacher education

KW - Self-efficacy beliefs

KW - Practical knowledge

KW - Teacher learning

KW - Professional development

KW - Professional learning

U2 - 10.3389/feduc.2020.559192

DO - 10.3389/feduc.2020.559192

M3 - Article

VL - 5

JO - Frontiers in Education

JF - Frontiers in Education

SN - 2504-284X

M1 - 559192

ER -