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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| Title: | 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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| 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] |
| Copyright of Journal for Educational Research Online / Journal für Bildungsforschung Online is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189488909 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Comparing Pre-Service Teachers', In-Service Teachers' and Educational Researchers' Evidence-Informed Reasoning About Classroom Situations: Results From a Mixed Methods Investigation. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Ein Vergleich des evidenzorientierten Denkens von Lehramtsstudierenden, Lehrkräften und Bildungswissenschaftler:innen über Unterrichtssituationen: Ergebnisse einer Mixed-Methods-Untersuchung. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wekerle%2C+Christina%22">Wekerle, Christina</searchLink><relatesTo>1</relatesTo><i> christina.wekerle@phil.uni-augsburg.de</i><br /><searchLink fieldCode="AR" term="%22Kiemer%2C+Katharina%22">Kiemer, Katharina</searchLink><relatesTo>1</relatesTo><i> katharina.kiemer@phil.uni-augsburg.de</i><br /><searchLink fieldCode="AR" term="%22Wagner%2C+Kai%22">Wagner, Kai</searchLink><relatesTo>1</relatesTo><i> martin.greisel@phil.uni-augsburg.de</i><br /><searchLink fieldCode="AR" term="%22Trempler%2C+Kati%22">Trempler, Kati</searchLink><relatesTo>2</relatesTo><i> trempler@uni-wuppertal.de</i><br /><searchLink fieldCode="AR" term="%22Krause-Wichmann%2C+Theresa%22">Krause-Wichmann, Theresa</searchLink><relatesTo>3</relatesTo><i> 13kw@gmx.de</i><br /><searchLink fieldCode="AR" term="%22Greisel%2C+Martin%22">Greisel, Martin</searchLink><relatesTo>3</relatesTo><i> t.krause-wichmann@uni-trier.de</i><br /><searchLink fieldCode="AR" term="%22Stark%2C+Robin%22">Stark, Robin</searchLink><relatesTo>3</relatesTo><i> r.stark@mx.uni-saarland.de</i><br /><searchLink fieldCode="AR" term="%22Kollar%2C+Ingo%22">Kollar, Ingo</searchLink><relatesTo>1</relatesTo><i> ingo.kollar@phil.uni-augsburg.de</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+for+Educational+Research+Online+%2F+Journal+für+Bildungsforschung+Online%22">Journal for Educational Research Online / Journal für Bildungsforschung Online</searchLink>. 2024, Vol. 16 Issue 2, p281-307. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22In-service+training+of+teachers%22">In-service training of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+researchers%22">Teacher researchers</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: 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] – Name: Abstract Label: Abstract (German) Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal for Educational Research Online / Journal für Bildungsforschung Online is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.31244/jero.2024.02.06 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 281 Subjects: – SubjectFull: Student teachers Type: general – SubjectFull: In-service training of teachers Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Teacher researchers Type: general – SubjectFull: Pedagogical content knowledge Type: general – SubjectFull: Qualitative research Type: general Titles: – TitleFull: Comparing Pre-Service Teachers', In-Service Teachers' and Educational Researchers' Evidence-Informed Reasoning About Classroom Situations: Results From a Mixed Methods Investigation. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wekerle, Christina – PersonEntity: Name: NameFull: Kiemer, Katharina – PersonEntity: Name: NameFull: Wagner, Kai – PersonEntity: Name: NameFull: Trempler, Kati – PersonEntity: Name: NameFull: Krause-Wichmann, Theresa – PersonEntity: Name: NameFull: Greisel, Martin – PersonEntity: Name: NameFull: Stark, Robin – PersonEntity: Name: NameFull: Kollar, Ingo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 18666671 Numbering: – Type: volume Value: 16 – Type: issue Value: 2 Titles: – TitleFull: Journal for Educational Research Online / Journal für Bildungsforschung Online Type: main |
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