dc.contributor.author | Greisel, Martin | de |
dc.contributor.author | Wekerle, Christina | de |
dc.contributor.author | Wilkes, Theresa | de |
dc.contributor.author | Stark, Robin | de |
dc.contributor.author | Kollar, Ingo | de |
dc.date.accessioned | 2024-04-30T12:12:32Z | |
dc.date.available | 2024-04-30T12:12:32Z | |
dc.date.issued | 2022 | de |
dc.identifier.issn | 2057-3022 | de |
dc.identifier.uri | https://www.ssoar.info/ssoar/handle/document/93947 | |
dc.description.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. | de |
dc.language | en | de |
dc.subject.ddc | Bildung und Erziehung | de |
dc.subject.ddc | Education | en |
dc.subject.other | Evidence-based practice, reasoning skills, attitude, subjective norms, self-efficacy, pre-service teachers; ZIS 35 | de |
dc.title | Pre-service Teachers' Evidence-Informed Reasoning: Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems? | de |
dc.description.review | begutachtet (peer reviewed) | de |
dc.description.review | peer reviewed | en |
dc.source.journal | Psychology Learning & Teaching | |
dc.source.volume | 22 | de |
dc.publisher.country | GBR | de |
dc.source.issue | 1 | de |
dc.subject.classoz | Unterricht, Didaktik | de |
dc.subject.classoz | Curriculum, Teaching, Didactics | en |
dc.subject.classoz | Bildungswesen tertiärer Bereich | de |
dc.subject.classoz | University Education | en |
dc.subject.thesoz | Denken | de |
dc.subject.thesoz | thinking | en |
dc.subject.thesoz | Evidenz | de |
dc.subject.thesoz | evidence | en |
dc.subject.thesoz | Lehrer | de |
dc.subject.thesoz | teacher | en |
dc.subject.thesoz | Verhalten | de |
dc.subject.thesoz | behavior | en |
dc.subject.thesoz | Einstellung | de |
dc.subject.thesoz | attitude | en |
dc.subject.thesoz | Norm | de |
dc.subject.thesoz | standard | en |
dc.subject.thesoz | Selbstwirksamkeit | de |
dc.subject.thesoz | self-efficacy | en |
dc.subject.thesoz | Engagement | de |
dc.subject.thesoz | involvement | en |
dc.subject.thesoz | Unterricht | de |
dc.subject.thesoz | teaching | en |
dc.identifier.urn | urn:nbn:de:0168-ssoar-93947-1 | |
dc.rights.licence | Creative Commons - Namensnennung 4.0 | de |
dc.rights.licence | Creative Commons - Attribution 4.0 | en |
ssoar.contributor.institution | FDB | de |
internal.status | formal und inhaltlich fertig erschlossen | de |
internal.identifier.thesoz | 10040717 | |
internal.identifier.thesoz | 10078363 | |
internal.identifier.thesoz | 10038203 | |
internal.identifier.thesoz | 10034530 | |
internal.identifier.thesoz | 10036125 | |
internal.identifier.thesoz | 10042763 | |
internal.identifier.thesoz | 10075303 | |
internal.identifier.thesoz | 10034997 | |
internal.identifier.thesoz | 10036941 | |
dc.type.stock | article | de |
dc.type.document | Zeitschriftenartikel | de |
dc.type.document | journal article | en |
dc.source.pageinfo | 20-38 | de |
internal.identifier.classoz | 10614 | |
internal.identifier.classoz | 10610 | |
internal.identifier.journal | 2939 | |
internal.identifier.document | 32 | |
internal.identifier.ddc | 370 | |
dc.identifier.doi | https://doi.org/10.1177/14757257221113942 | de |
dc.description.pubstatus | Veröffentlichungsversion | de |
dc.description.pubstatus | Published Version | en |
internal.identifier.licence | 16 | |
internal.identifier.pubstatus | 1 | |
internal.identifier.review | 1 | |
internal.pdf.valid | false | |
internal.pdf.wellformed | true | |
internal.pdf.encrypted | false | |