Turning research evidence into teaching action: Teacher educators’ attitudes toward evidence-based teaching

Abstract

Teacher educators are seen as potential brokers able to bridge the research-practice gap and accelerate the adoption of current evidence in teacher education. The present study focuses on the in-depth exploration of teacher educators’ attitudes toward evidence-based teaching practices and provides a deeper understanding of the challenges encountered when turning evidence into teaching action. Moreover, facilitating factors to foster the implementation of evidence-based teaching are explored. Twelve teacher educators working in various teacher education programs in Germany reflected on challenges and facilitators to evidence-based teaching implementation. Thematic analysis was used to analyze the data. Results indicate that although teacher educators show positive attitudes towards evidence-based teaching, they still feel challenged to translate research evidence into their teaching practice. Our research suggests that evidence-based teaching may not be successfully implemented if teacher educators lack appropriate preparation and support from higher education institutions.

Keywords

• Teacher educators
• Evidence-based teaching
• Professional development
• Higher education
• Evidence-informed teaching
• Attitudes