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Comparing Pre-Service Teachers', In-Service Teachers' and Educational Researchers' Evidence-Informed Reasoning About Classroom Situations: Results From a Mixed Methods Investigation.

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Bibliographic Details
Title:	Comparing Pre-Service Teachers', In-Service Teachers' and Educational Researchers' Evidence-Informed Reasoning About Classroom Situations: Results From a Mixed Methods Investigation.
Alternate Title:	Ein Vergleich des evidenzorientierten Denkens von Lehramtsstudierenden, Lehrkräften und Bildungswissenschaftler:innen über Unterrichtssituationen: Ergebnisse einer Mixed-Methods-Untersuchung.
Authors:	Wekerle, Christina¹ christina.wekerle@phil.uni-augsburg.de, Kiemer, Katharina¹ katharina.kiemer@phil.uni-augsburg.de, Wagner, Kai¹ martin.greisel@phil.uni-augsburg.de, Trempler, Kati² trempler@uni-wuppertal.de, Krause-Wichmann, Theresa³ 13kw@gmx.de, Greisel, Martin³ t.krause-wichmann@uni-trier.de, Stark, Robin³ r.stark@mx.uni-saarland.de, Kollar, Ingo¹ ingo.kollar@phil.uni-augsburg.de
Source:	Journal for Educational Research Online / Journal für Bildungsforschung Online. 2024, Vol. 16 Issue 2, p281-307. 27p.
Subject Terms:	Student teachers, In-service training of teachers, Classroom environment, Mixed methods research, Teacher researchers, Pedagogical content knowledge, *Qualitative research
Abstract (English):	Pre-service teachers rarely engage in evidence-informed reasoning when they are confronted with problematic classroom situations. We argue that interventions that target pre-service teachers' acquisition of evidence-informed reasoning skills should be informed by research that compares pre-service teachers', in-service teachers', and educational researchers' evidence-informed reasoning. We asked N = 55 pre-service teachers, in-service teachers, and educational researchers to think aloud about a written classroom scenario and complete a retrospective interview on their evidence-informed reasoning. Results indicate that educational researchers describe problematic events more often than pre- and in-service teachers but do not seem to differ on a number of other reasoning activities. However, educational researchers more often refer to academic knowledge than preand in-service teachers. Pre- and in-service teachers do not seem to differ from each other, neither with respect to their reasoning activities nor concerning their use of academic knowledge. Additional qualitative analyses illustrate these findings. [ABSTRACT FROM AUTHOR]
Abstract (German):	Lehramtsstudierende gehen selten evidenzorientiert vor, wenn sie mit problematischen Unterrichtssituationen konfrontiert sind. Wir argumentieren, dass Interventionen, die auf eine Förderung evidenzorientierter Denkfertigkeiten bei Lehramtsstudierenden abzielen, auf Ergebnissen vergleichender Forschung zu den Denkprozessen von Lehramtsstudierenden, Lehrkräften und Bildungswissenschaftler: innen basieren sollten. Wir baten N = 55 Lehramtsstudierende, Lehrkräfte und Bildungswissenschaftler*innen, über ein schriftliches Unterrichtsszenario laut nachzudenken und an einem retrospektiven Interview zur Rekonstruktion ihrer evidenzorientierten Denkprozesse teilzunehmen. Die Ergebnisse zeigen, dass Bildungswissenschaftler: innen Situationen häufiger als Lehramtsstudierende und Lehrkräfte beschreiben, sich von diesen aber nicht in anderen evidenzorientierten Denkprozessen unterscheiden. Jedoch beziehen sich Bildungswissenschaftler:innen in ihren Analysen häufiger auf bildungswissenschaftliches Wissen als Lehramtsstudierende und Lehrkräfte. Lehramtsstudierende und Lehrkräfte unterscheiden sich hinsichtlich ihrer Denkaktivitäten und Verwendung bildungswissenschaftlichen Wissens nicht voneinander. Die Ergebnisse werden durch weiterführende qualitative Analysen illustriert. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Pre-service teachers rarely engage in evidence-informed reasoning when they are confronted with problematic classroom situations. We argue that interventions that target pre-service teachers' acquisition of evidence-informed reasoning skills should be informed by research that compares pre-service teachers', in-service teachers', and educational researchers' evidence-informed reasoning. We asked N = 55 pre-service teachers, in-service teachers, and educational researchers to think aloud about a written classroom scenario and complete a retrospective interview on their evidence-informed reasoning. Results indicate that educational researchers describe problematic events more often than pre- and in-service teachers but do not seem to differ on a number of other reasoning activities. However, educational researchers more often refer to academic knowledge than preand in-service teachers. Pre- and in-service teachers do not seem to differ from each other, neither with respect to their reasoning activities nor concerning their use of academic knowledge. Additional qualitative analyses illustrate these findings. [ABSTRACT FROM AUTHOR]
ISSN:	18666671
DOI:	10.31244/jero.2024.02.06