Informing professional practice: (Future) Teachers' choice, use, and evaluation of (non-)scientific sources of educational topics
| العنوان: | Informing professional practice: (Future) Teachers' choice, use, and evaluation of (non-)scientific sources of educational topics |
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| المؤلفون: | Eva Seifried, Johannes M. Bauer, Eva Thomm |
| المصدر: | Zeitschrift für Pädagogische Psychologie. 35:121-126 |
| بيانات النشر: | Hogrefe Publishing Group, 2021. |
| سنة النشر: | 2021 |
| مصطلحات موضوعية: | Evidence-based practice, ComputingMilieux_COMPUTERSANDEDUCATION, Developmental and Educational Psychology, Scientific reasoning, Professional practice, Engineering ethics, Psychology, Relevant information, Teacher education |
| الوصف: | Abstract. Understanding processes of selecting, evaluating, and using relevant information sources to inform oneself about scientific topics, that is, sourcing, is a current topic within educational psychology. This special issue combines recent research about sourcing with a particular focus on its role in the reception of educational research by (future) teachers. Recent debates about standards of teacher professionalism emphasize that teachers should be able to inform and justify their professional actions and decisions on the basis of scientific evidence. Thus, sourcing is an essential competence in retrieving and using relevant research knowledge. The contributions of this special issue shed light on different processes, requirements, and consequences of sourcing in the context of teacher education and teachers' work. They study potential factors and criteria that may affect teachers' selection, evaluation, and use of (non-)scientific information sources even in the pre-service stage of their development. Moreover, the studies analyze the impact of source preferences and accessibility of scientific sources on pre-service and in-service teachers' conceptions of educational topics and perceptions of educational research knowledge. Together with the two subsequent critical discussions, the contributions of this special issue point to challenges and obstacles that research usage by teachers and its preparation in teacher education face. |
| تدمد: | 1664-2910 1010-0652 |
| URL الوصول: | https://explore.openaire.eu/search/publication?articleId=doi_________::cf31c34d542c97ea1a34f3d89b104e54 https://doi.org/10.1024/1010-0652/a000309 |
| حقوق: | OPEN |
| رقم الأكسشن: | edsair.doi...........cf31c34d542c97ea1a34f3d89b104e54 |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 16642910 10100652 |
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