Poster #10 - Evidence-Oriented Teacher Education: The Integration of Evidence From Educational Research in Higher Education

• In Event: 63.088 - MTCC Poster Session 14
  In Poster Session: 63.088-3 - Division K Section 10: Teacher Educator Learning and Practice

Abstract

Evidence-oriented practice in teacher education is required for decision-making and actions by teacher educators. This study investigates and explores the perspective of N = 83 teacher educators, who were asked how they use and integrate empirical evidence in their everyday higher education (HE) teaching practice. The lack of time and the increasing abundance of evidence were seen as the major barriers for evidence-oriented HE teaching practice. Moreover, teacher educators use empirical evidence rather to expand their own knowledge than for own teaching purposes. Pre-service teacher educators differ substantially from in-service teacher educators regarding the way they integrate empirical evidence into their practice. How these differences could be balanced should be investigated in future studies.

Authors

• Annika Diery, Technical University of Munich

• Freydis Vogel, University of Nottingham

• Anne Birte Wiesbeck, Technische Universität München

• Tina Seidel, Technische Universität München