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  • Using the theory of planned behavior, we investigated whether attitudes, subjective norms, and self-efficacy facilitate pre-service teachers' engagement in evidence-informed reasoning about classroom problems. N = 157 pre-service teachers were asked about these motivationally relevant antecedents to engaging in evidence-informed reasoning about classroom-related challenges and analyzed case scenarios of problematic teaching situations. Results revealed that self-reported evidence-informed reasoning was directly predicted by intention to engage in evidence-informed reasoning, self-efficacy, and attitude toward evidence-informed reasoning. However, the objectively coded quality of teachers' evidence-informed reasoning was seemingly negatively predicted by perceived costs and self-efficacy. Thus, the theory of planned behavior partly explained self-reported evidence-informed reasoning, but not objectively observed reasoning. Pre-service teachers might not be skilled enough to assess their own competency accurately and might be unaware of external conditions facilitating or hindering evidence-informed reasoning. Thus, interventions aiming to foster pre-service teachers' motivation to engage in evidence-informed reasoning might not be effective until such teachers gain the necessary skills. (xsd:string)
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?:dateModified
  • 2022 (xsd:gyear)
?:datePublished
  • 2022 (xsd:gyear)
?:doi
  • 10.1177/14757257221113942 ()
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  • true (xsd:boolean)
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  • en (xsd:string)
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?:issn
  • 2057-3022 ()
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  • 1 (xsd:string)
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?:name
  • Pre-service Teachers' Evidence-Informed Reasoning: Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems? (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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  • GESIS-SSOAR (xsd:string)
  • In: Psychology Learning & Teaching, 22, 2022, 1, 20-38 (xsd:string)
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?:urn
  • urn:nbn:de:0168-ssoar-93947-1 ()
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  • 22 (xsd:string)