Evidence-informed teaching and practice-informed research
Peer reviewed, Journal article
Published version
Permanent lenke
https://hdl.handle.net/11250/2832956Utgivelsesdato
2021Metadata
Vis full innførselOriginalversjon
Zeitschrift für pädagogische Psychologie. 2021, 35 (2-3), 199-208. 10.1024/1010-0652/a000310Sammendrag
In this commentary, I seek to join the ongoing conversation about evidence-informed educational practice that has been threaded through this special issue. I do so by drawing on related insights from the fields of teachers' beliefs and epistemic cognition and considering the roles of teacher education and educational research in improving (preservice) teachers' use of educational research. In particular, I focus on the merits of explicit research-based practice in teacher educators' teaching and ways that they can encourage preservice teachers' interactions with educational research in class, and methods of changing the beliefs that may underlie (preservice) teachers' engagement with educational research evidence, and finally, the need for clearly communicated research, including details of implementation.