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Evidence-Based Practice in Higher Education: Teacher Educators' Attitudes, Challenges, and Uses

Diery, Annika; Vogel, Freydis; Knogler, Maximilian; Seidel, Tina

Authors

Annika Diery

Maximilian Knogler

Tina Seidel



Abstract

Teacher educators are encouraged to promote evidence-based practice in teaching and to use evidence for their own teaching. In the present study, teacher educators' attitudes, perceived challenges, and uses regarding evidence-based practice are described. Moreover, the extent to which personal factors are related to the use of evidence is investigated. In an exploratory study, 58 teacher educators from higher education participated in an online survey. The results reveal that teacher educators generally have a positive attitude toward evidence-based practice. They use evidence regularly, both for individual learning and for teaching purposes. Furthermore, the study reveals that teacher educators with more experience in research and teaching have a more positive attitude toward evidence-based practice and higher uses of evidence. In comparison, less experienced teacher educators perceived more challenges. It is discussed, how teacher educators can be supported in their professional learning, particularly in light of the increasing scientific knowledge base in education.

Citation

Diery, A., Vogel, F., Knogler, M., & Seidel, T. (2020). Evidence-Based Practice in Higher Education: Teacher Educators' Attitudes, Challenges, and Uses. Frontiers in Education, 5, https://doi.org/10.3389/feduc.2020.00062

Journal Article Type Article
Acceptance Date May 4, 2020
Online Publication Date Jun 2, 2020
Publication Date Jun 2, 2020
Deposit Date Jun 8, 2020
Publicly Available Date Jun 8, 2020
Journal Frontiers in Education
Electronic ISSN 2504-284X
Peer Reviewed Peer Reviewed
Volume 5
Article Number 62
DOI https://doi.org/10.3389/feduc.2020.00062
Public URL https://nottingham-repository.worktribe.com/output/4605369
Publisher URL https://www.frontiersin.org/articles/10.3389/feduc.2020.00062/full

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