This site uses cookies for user authentication, optional permanent login and monitoring the number of page views (Google Analytics).
Do you agree with cookies being used in accordance with our Privacy policy? You can change your decision regarding the use of cookies on the Privacy page.

I want to know more

Horizons of Psychology :: Psihološka obzorja

Scientific and Professional Psychological Journal of the Slovenian Psychologists' Association

Indexed in:
Scopus
PsycINFO
Academic OneFile

Member of DOAJ and CrossRef

sien
CONTENTS FOR AUTHORS ABOUT EDITORIAL BOARD LINKS

Search

My Account

Most viewed articles

 

« Back to Volume 29 (2020)

flag Pojdi na slovensko stran članka / Go to the article page in Slovene


Teachers’ attitudes towards evidence-based teaching: A comparative analysis between prospective teachers and expert teachers in primary education

Urška Žerak & Mojca Juriševič

pdf Full text (pdf)  |  Views: 26  |  flagWritten in Slovene.  |  Published: May 8, 2020

pdf https://doi.org/10.20419/2020.29.517  |  Cited By: CrossRef (0)

Abstract: Evidence-based teaching, which outgrows intuitive practices, enables teachers to plan, perform and further develop their teaching methods and approaches in order to provide students with effective learning support in specific learning contexts. Past research has shown that teachers’ attitudes generally have a significant impact on their teaching practices. However, research in the specific field of teachers’ attitudes towards evidence-based teaching is still scarce. The purpose of this research is therefore to determine the teachers’ attitudes towards empirically supported teaching and use of research findings in teaching practice, as well as to examine potential differences in their attitudes regarding the level of professional expertise (prospective teachers vs. expert teachers). The sample included second-year undergraduate pre-service primary teachers (n = 181) and their mentors, in-service primary teachers (n = 181). Within the mix-method research design, participants filled out a self-assessment questionnaire about teachers’ attitudes towards educational research. In addition, they answered to two questions related to the implementation of a student research project at schools. Results revealed that prospective teachers and expert teachers have similarly high positive attitudes on two dimensions: perceived necessity and value of educational research. In the dimension of perceived applicability of research findings, prospective teachers have statistically significantly more positive attitudes than expert teachers do (d = 0.52).

Keywords: evidence-based teaching, teachers, attitudes towards educational research, teacher education


Cite:
Žerak, U., & Juriševič, M. (2020). Odnos učiteljev do empirično podprtega poučevanja: primerjalna analiza stališč med prihodnjimi učitelji in učitelji eksperti v zgodnjem osnovnošolskem izobraževanju [Teachers’ attitudes towards evidence-based teaching: A comparative analysis between prospective teachers and expert teachers in primary education]. Psihološka obzorja, 29, 98–106. https://doi.org/10.20419/2020.29.517


Reference list


Admiraal, W., Buijs, M., Claessens, W., Honing, T., & Karkdijk, J. (2017). Linking theory and practice: Teacher research in history and geography classrooms. Educational Action Research, 25(2), 316–331. CrossRef

Ahuja, S. (2012). Research results for quality schooling: Bridging the gap between research and practice. Journal of Educational Studies, Trends & Practices, 2(2), 206–214.

Ajzen, I., & Fihbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological Bulletin, 84(5), 888–918. CrossRef

Akcoltekin, A., Engin, A. O., & Sevgin, H. (2017). Attitudes of high school teachers to educational research using classification-tree method. Eurasian Journal of Educational Research, 68, 19–47. CrossRef

Albarracin, D., Johnson, B. T., Zanna, M. P., & Kumkale, G. T. (2005). Attitudes: Introduction and scope. V D. Albarracin, B. T. Johnson in M. P. Zanna (ur.), The handbook of attitudes (str. 3–19). Mahwah, NJ, ZDA: Lawrence Erlbaum Associates.

Berliner, D. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463–482. CrossRef

Beycioglu, K., Ozer, N., & Ugurlu C. T. (2010). Teachers' views on educational research. Teaching and Teacher Education, 26, 1088–1093. CrossRef

Borg, S. (2003). Teacher cognition in language teaching: A review of reseach on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. CrossRef

Borg, S. (2011). The impact of in-service teacher education on language teachers' beliefs. System, 39(3), 370–380. CrossRef

Brislin, R. W. (1986). The wording and translation of research instruments. V W. L. Lonner in J. W. Berry (ur.), Field methods in cross-cultural research (str. 137–164). Newbury Park, CA, ZDA: Sage.

Brow, C., & Zhang, D. (2017). Accounting for discrepancies in teachers' attitudes towards evidence use and actual instances of evidence use in schools. Cambridge Journal of Education, 47(2), 277–295. CrossRef

Byman, R., Krokfors, L., Toom, A., Maaranen, K., Jyrhämä, R., Kynäslahti, H., & Kansanen, P. (2009). Educating inquiry-oriented teachers: Students' attitudes and experiences towards research-based teacher education. Educational Research and Evaluation, 15(1), 72–92. CrossRef

Caena, F. (2011). Literature review: Teachers' core competences: Requirements and development European Commission. Directorate - General for Education and Culture. Pridobljeno s http://ec.europa.eu/dgs/education_culture/repository/education/policy/strategic-framework/doc/teacher-competences_en.pdf

Cain, T. (2015). Teachers' engagement with published research: Addressing the knowledge problem. The Curriculum Journal, 26(3), 488–509. CrossRef

Cochran-Smith, M. (2005). Teacher educators as researchers: Multiple perspectives. Teaching and Teacher Education, 21, 219–225. CrossRef

Craig, L. J. (2009). Teacher research and teachers as researcher. V L. J. Saha, in A. G. Dworkin (ur.), International handbook of research on teachers and teaching (str. 61–70). New York, NY, ZDA: Springer. CrossRef

Ekiz, D. (2006). Primary school teachers' attitudes towards educational research. Educational Sciences: Theory & Practice, 6(2), 395–402.

Everton, T., Galton, M., & Pell, T. (2002). Educational research and the teacher. Research Papers in Education, 17(4), 373–401. CrossRef

Gitlin, A., Barlow, L., Burbank, M. D., Kauchak, D., & Stevens, T. (1999). Pre-service teachers' thinking on research: Implications for inquiry oriented teacher education. Teaching & Teacher Education, 15, 753–769. CrossRef

Gore, J. M., & Gitlin, A. D. (2004). [Re]Visioning the academic teacher divide: Power and knowledge in the educational community. Teachers and Teaching: Theory and Practice, 10, 35–58. CrossRef

Greenwood, C. R., & Abbott, M. (2001). The research to practice gap in special education. Teacher Education and Special Education, 24(4), 276–289. CrossRef

Hargreaves, D. H. (1996). Teaching as research-based profession: Possibilities and prospects, The Teacher Training Agency Annual Lecture. London, Združeno kraljestvo: Teacher Training Agency.

Hargreaves, A. & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY, ZDA: Teachers College Press.

Hennessy, J., & Lynch, R. (2019). Straddling the marshy divide: Exploring pre-service teachers' attitudes towards teacher research. Educational Review, 71(5), 595–616. CrossRef

Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31, 3–15. CrossRef

Huberman, M. A. (1989). The professional life cycle of teachers. Teachers College Record, 91(1), 31–57.

Huberman, M. A. (2002). Moving towards the inevitable: The sharing of research in education. Teachers and Teaching, 8(3), 257–268. CrossRef

IBM Corporation. (2016). IBM SPSS statistics for Macintosh, Version 23.0. Armonk, NY, ZDA: IBM Corporation.

İlhan, N., Şekerci A. R., Sözbilir, M., & Yıldırım, A. (2013). Eğitim araştırmalarına yönelik öğretmen tutum ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması [The development of teachers attitude scale towards educational research: the validity and reliability study]. Western Anatolia Journal of Educations Sciences, 4(8), 31–56.

İlhan, N. Yilmaz, Z. A., & Dede, H. (2015). Attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs in Turkey. Journal of Baltic Science Education, 14(2), 183–193.

Joram, E. (2007). Clashing epistemologies: Aspiring teachers' practicing teachers', and professors' beliefs about knowledge and research in education. Teaching and Teacher Education, 23, 123–135. CrossRef

Juriševič, M., & Žerak, U. (2016). Vprašalnik o izvedenem študijskem raziskovalnem projektu. Neobjavljeno gradivo, Oddelek za temeljni pedagoški študij, Pedagoška fakulteta, Ljubljana.

Krek, J., & Vogrinc, J. (2008). Učitelj - raziskovalec vzgojno-izobraževalne prakse [Teacher - researcher of educational practice]. V J. Krek, T. Hodnik Čadež, J. Vogrinc, B. Sicherl Kafol, T. Devjak in V. Štemberger (ur.), Učitelj v vlogi raziskovalca: Akcijsko raziskovanje na področjih medpredmetnega povezovanja in vzgojne zasnove v javni šoli [Teacher in a researcher role: Action research in cross-curricular integration and educational design in public school] (str. 23–57). Ljubljana, Slovenija: Pedagoška fakulteta.

Lamanauskas, V., & Augiene, D. (2017). Scientific research activity of students pre-service teachers of sciences at university: The aspects of understanding, situation and improvement. EURASIA Journal of Matematics Science and Technology Education, 13(1), 223–236. CrossRef

Leat, D., Reid, A., & Lofthouse, R. (2015). Teachers' experiences of engagement with and in educational research: What can be learned from teachers' views. Oxford Review of Education, 41(2), 270–268. CrossRef

Maio, G. R., & Haddock, G. (2007). Attitude change. V A. W. Kruglanski in T. Higgins (ur.), Social psychology: Handbook of basic principles (str. 565–586). New York, NY, ZDA: The Guilford Press.

Pajares, F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. CrossRef

Pendry, A., & Husbands, C. (2000). Research and practice in history teacher education. Cambridge Journal of Education, 30, 321–334. CrossRef

Razdevšek-Pučko, C. (1990). Vpliv učiteljevih vzgojno-izobraževalnih stališč na njegovo pedagoško delo ter možnost njihovega spreminjanja (neobjavljena doktorska disertacija) [Influence of teacher's educational attitudes on his pedagogical work and the possibility of changing them (unpublished doctoral dissertation)]. Filozofska fakulteta Univerze v Ljubljani, Slovenija.

Razdevšek-Pučko, C. (2013). Kakšnega učitelja potrebuje (pričakuje) današnja (in jutrišnja) šola? [What kind of teacher does today's (and tomorrow's) school need (expects)]. Didakta, 162(22), 8–10.

Rosseel, Y. (2012). lavaan: An R Package for Structural Equation Modeling. Journal of Statistical Software, 48(2), 1–36. CrossRef

RStudio Team (2015). RStudio: Integrated development for R. Boston, MA, ZDA: RStudio.

Shaw, K., Holbrook, A., Scevak, J., & Bourke, S. (2008). The response of pre-service teachers to a compulsory research project. The Australian Educational Researcher, 31(3), 89–109. CrossRef

Taylor, M. (2013). Social science teachers' utilisation of best evidence syntheis research. New Zealand Journal of Educational Studies, 48(2), 34–50.

Tosun, C. (2014). Pre-service teachers' opinions about the course on scientific research methods and the levels of knowledge and skills they gained in this course. Australian Journal of Teacher Education, 39(10), 96–112. CrossRef

Ule, M. (2009). Socialna psihologija: Analitični pristop k življenju v družbi [Social psychology: An analytical approach to life in society]. Ljubljana, Slovenija: Fakulteta za družbene vede Univerze v Ljubljani.

Urmson, A. (2003). Learning to teach English in Honk Kong: The opinions of teachers in training. Language and Educatuion, 17(2), 112–137. CrossRef

Vogrinc, J. (2008). Kvalitativno raziskovanje na pedagoškem področju [Qualitative research in the pedagogical field]. Ljubljana, Slovenija: Pedagoška fakulteta Univerze v Ljubljani.

Walter, O., & Hen, M. (2012). Bridging the gap between research and practice in teachers preparation. Journal of Ecuation and General Studies, 1(7), 216–224.


« Back to Volume 29 (2020)