Preservice Teachers' Beliefs About Sources of Knowledge About Teaching Predict Anticipated Use of Research Findings

• In Event: Educators as Users of Research

Abstract

Preservice teachers were administered a survey assessing their beliefs about sources of knowledge of effective teaching, attitudes towards research, and their anticipated use of research findings in their educational practices. Results suggested that stronger beliefs in the importance of academically-based sources (e.g., textbooks, research articles, etc.) and amount of previous experience reading peer-reviewed research predicted anticipated research use. Attitudes towards research and belief in clinically-based sources (e.g., observing teachers, etc.) were unrelated to anticipated research use. Finally, the amount of time spent in clinical experiences, while positively related to belief in clinically-based sources, was negatively related to belief in academically-based sources of knowledge. Implications for preparing preservice teachers to utilize research findings and reduce the research-to-practice gap are discussed.

Authors

• Anthony J. Gabriele, University of Northern Iowa

• Elana Joram, University of Northern Iowa