What prevents pre-service teachers in applying scientific evidence when analyzing and solving authentic classroom problems? New article in “Psychology Learning and Teaching”
Pre-service teachers often struggle to apply scientific theories and evidence when analyzing and solving problematic classroom situations. The article “Pre-service teachers’ evidence-informed reasoning: Do attitudes, normative beliefs, and self-efficacy facilitate the use of scientific theories while analyzing teaching problems?” (authored by Martin Greisel, Christina Wekerle, Theresa Wilkes, Robin Stark und Ingo Kollar), recently published in “Psychology Learning and Teaching” investigates the extent to which attitudes, normative beliefs, and self-efficacy beliefs of pre-service teachers act as barriers for their engagement in evidence-oriented reasoning. The article be found here:
https://doi.org/10.1177/14757257221113942
