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

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    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 languageEnglish
    Article number559192
    Number of pages15
    JournalFrontiers in Education
    Volume5
    DOIs
    Publication statusPublished - 3 Dec 2020

    Keywords

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

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