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 | |
| Publication status | Published - 3 Dec 2020 |
Keywords
- Evidence-based practice
- Teacher education
- Self-efficacy beliefs
- Practical knowledge
- Teacher learning
- Professional development
- Professional learning