Pre-service Teachers' Evidence-Informed Reasoning: Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems?. (March 2023)

• Record Type: Journal Article
• Authors: Greisel, Martin; Wekerle, Christina; Wilkes, Theresa; Stark, Robin; Kollar, Ingo
• Is Part Of: Psychology, learning & teaching. Volume 22:Number 1(2023)
• Page Start: 20
• Page End: 38
• Publication Date: 2023-03
• Subjects: Evidence-based practice -- reasoning skills -- attitude -- subjective norms -- self-efficacy -- pre-service teachers; Psychology -- Study and teaching (Higher) -- Great Britain -- Periodicals; 150.711
• DOI: 10.1177/14757257221113942
• Languages: English
• ISSNs: 1475-7257

Abstract

Using the theory of planned behavior, we investigated whether attitudes, subjective norms, and self-efficacy facilitate pre-service teachers' engagement in evidence-informed reasoning about classroom problems. N = 157 pre-service teachers were asked about these motivationally relevant antecedents to engaging in evidence-informed reasoning about classroom-related challenges and analyzed case scenarios of problematic teaching situations. Results revealed that self-reported evidence-informed reasoning was directly predicted by intention to engage in evidence-informed reasoning, self-efficacy, and attitude toward evidence-informed reasoning. However, the objectively coded quality of teachers' evidence-informed reasoning was seemingly negatively predicted by perceived costs and self-efficacy. Thus, the theory of planned behavior partly explained self-reported evidence-informed reasoning, but not objectively observed reasoning. Pre-service teachers might not be skilled enough to assess their own competency accurately and might be unaware of external conditions facilitating or hindering evidence-informed reasoning. Thus, interventions aiming to foster pre-service teachers' motivation to engage in evidence-informed reasoning might not be effective until such teachers gain the necessary skills.