Some reasons why evidence from educational research is not particularly popular among (pre-service) teachers: A discussion

2021 ◽  
Vol 35 (2-3) ◽  
pp. 209-214
Author(s):  
Frank Fischer
Keyword(s):  
Decision Making ◽  
Teacher Education ◽  
Problem Solving ◽  
Educational Research ◽  
Information Sources ◽  
Research Evidence ◽  
Scientific Evidence ◽  
Scientific Information ◽  
Special Issue ◽  
The Individual

Abstract. This discussion first highlights novel aspects that the individual articles contribute to the special issue on (future) teachers' choice, use, and evaluation of (non-)scientific information sources about educational topics. Among these highlights are the conceptualizations of epistemic goals and the type of pedagogical task as moderators of the selection and use of scientific evidence. The second part raises overarching questions, including the following: How inclusive do we want the concept of evidence to be? How should teachers use research evidence in their pedagogical problem-solving and decision-making? To what extent is multidisciplinary teacher education contributing to epistemological confusion, possibly leading to (pre-service) teachers' low appreciation of educational research?

scholarly journals Informing professional practice: (Future) Teachers' choice, use, and evaluation of (non-)scientific sources of educational topics

2021 ◽  
Vol 35 (2-3) ◽  
pp. 121-126
Author(s):  
Eva Thomm ◽  
Eva Seifried ◽  
Johannes Bauer
Keyword(s):  
Teacher Education ◽  
Educational Research ◽  
Information Sources ◽  
Scientific Evidence ◽  
Scientific Information ◽  
Teacher Professionalism ◽  
Special Issue ◽  
Future Teachers ◽  
Research Knowledge ◽  
The Impact

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.

scholarly journals Re-forming Initial Teacher Education in Wales: A Personal Review of the Literature

2020 ◽  
Vol 22 (1) ◽  
pp. 38-59
Author(s):  
John Furlong
Keyword(s):  
Teacher Education ◽  
Research Evidence ◽  
Initial Teacher Education ◽  
Reform Process ◽  
Review Of The Literature ◽  
Special Issue ◽  
Close Collaboration ◽  
New Approach ◽  
Partner Schools

The focus of this special issue is the changes to Initial Teacher Education (ITE) that have been instituted in Wales over the last two years. At the heart of the new approach is the insistence that in the future all programmes of ITE should be planned, led and delivered not by universities alone, but by universities working in close collaboration with a number of partner schools. But what is the justification for these radical changes? Why is a collaborative approach between universities and schools needed? This paper, which takes the form of a personal literature review, sets out the research evidence on which I drew in contributing the reform process. It considers evidence on three issues: the role of schools; the role of universities; and the ways in which they can effectively work together.

scholarly journals Evidence-informed teaching and practice-informed research

2021 ◽  
Vol 35 (2-3) ◽  
pp. 199-208
Author(s):  
Leila E. Ferguson
Keyword(s):  
Preservice Teachers ◽  
Educational Research ◽  
Teacher Educators ◽  
Research Evidence ◽  
Educational Practice ◽  
Epistemic Cognition ◽  
Special Issue ◽  
Teachers Beliefs ◽  
Roles Of Teacher ◽  
Do So

Abstract. In this commentary, I seek to join the ongoing conversation about evidence-informed educational practice that has been threaded through this special issue. I do so by drawing on related insights from the fields of teachers' beliefs and epistemic cognition and considering the roles of teacher education and educational research in improving (preservice) teachers' use of educational research. In particular, I focus on the merits of explicit research-based practice in teacher educators' teaching and ways that they can encourage preservice teachers' interactions with educational research in class, and methods of changing the beliefs that may underlie (preservice) teachers' engagement with educational research evidence, and finally, the need for clearly communicated research, including details of implementation.

Design Thinking for Challenges and Change in K–12 and Teacher Education

2020 ◽  
pp. 155545892097546
Author(s):  
Michele Parker ◽  
Laura Cruz ◽  
Daniela Gachago ◽  
Jolanda Morkel
Keyword(s):  
Decision Making ◽  
Teacher Education ◽  
Design Thinking ◽  
Special Issue ◽  
Collaborative Decision Making ◽  
The Real ◽  
Multiple Voices ◽  
Real Change ◽  
K 12 ◽  
Collaborative Decision

Common to all the cases included in this special issue, we observed a degree of collaborative decision-making that is human-centered and shows empathy. Through it, multiple voices are acknowledged and heard. These cases demonstrate the beginning of a process of contextualization of Design Thinking in K–12 and teacher education. We hope that this special issue will prompt conversations to explore and critique the possibilities and imagine the real change that it might bring.

The Development of Distinct Choice Process Segments over Time: A Stochastic Modeling Approach

1982 ◽  
Vol 46 (2) ◽  
pp. 48-59 ◽  
Author(s):  
Donald R. Lehmann ◽  
William L. Moore ◽  
Terry Elrod
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Stochastic Modeling ◽  
Information Acquisition ◽  
Response Behavior ◽  
Model Framework ◽  
Individual Level ◽  
Amount Of Information ◽  
The Individual ◽  
Over Time

This paper examines Howard's (1963) typology dividing decision making into extensive problem solving (ESP), limited problem solving (LSP), and routinized response behavior (RRB). Specifically, the amount of information accessed in a longitudinal experiment is studied. Information acquisition is modeled stochastically at the individual level, and the existence of two segments (LSP and RRB) is tested in a nested-model framework.

scholarly journals The Use of Self-Information and Environment in Counseling Process

2019 ◽  
Vol 19 (1) ◽  
pp. 69-88
Author(s):  
Muhammad Fatchurahman
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Information Sources ◽  
Environmental Information ◽  
Real Problem ◽  
Use Of Self ◽  
Time Saving ◽  
Counseling Process ◽  
Available Information

Counseling as one of the forms and techniques of assistance provided by schools in the context of implementing overall guidance, this is given to help students in their efforts to solve all problems. The availability of this information makes it easy for students to obtain the information needed for example to implement a decision, want to know about something both in terms of themselves and their environment. The use of self and environmental information in the counseling process occurs in the creation of rapport, in exploring, discovering the real problem, exploring and studying alternative problem solving, decision making, implementation of decisions taken and in evaluation and follow-up. Therefore the information used must meet the requirements: that is, careful and not prejudiced, up to date, comprehensive and available information sources. In addition to the above conditions, the principles of time saving, non-authoritarian and feedback are also taken into account, so that this can cause self and environmental information in the counseling process to be very important material for both the counselor and the client.

scholarly journals Improving scientific impact: how to practice science that influences environmental policy and management

2019 ◽  
Author(s):  
Jonathan Robert Brewster Fisher ◽  
Stephen Wood ◽  
Mark A. Bradford ◽  
T. Rodd Kelsey
Keyword(s):  
Decision Making ◽  
Environmental Policy ◽  
Research Evidence ◽  
Scientific Evidence ◽  
Decision Makers ◽  
Valuable Resource ◽  
Scientific Impact ◽  
Comprehensive Review ◽  
Environmental Decision Making ◽  
The Impact

Scientists devote substantial time and resources to research intended to help solve environmental problems. Environmental managers and policymakers must decide how to use the best available research evidence to prioritize actions leading to desired environmental outcomes. Yet decision-makers can face barriers to using scientific evidence to inform action. They may be unaware of the evidence, lack access to it, not understand it, or view it as irrelevant. These barriers mean a valuable resource (evidence) is underused. We outline a set of practical steps for scientists who want to improve the impact their research has on decision-making,: (1) Identify and understand the audience; (2) Clarify the need for evidence; (3) Gather "just enough" evidence; and (4) Share and discuss the evidence. These are guidelines, not a strict recipe for success. But we believe that regularly following these recommendations should increase the chance of scientific evidence being considered and used in environmental decision-making. Our goal is for this paper to be accessible to anyone, rather than a comprehensive review of the topic.

scholarly journals Public Participation for Integrated Groundwater Management: The Case of Maneadero Valley, Baja California, Mexico

Water ◽  
2021 ◽  
Vol 13 (17) ◽  
pp. 2326
Author(s):  
Mariana Villada-Canela ◽  
Dalia Marcela Muñoz-Pizza ◽  
Vanesa García-Searcy ◽  
Raquel Camacho-López ◽  
Luis Walter Daesslé ◽  
...  
Keyword(s):  
Decision Making ◽  
Public Participation ◽  
Groundwater Management ◽  
Scientific Evidence ◽  
Scientific Information ◽  
Limited Participation ◽  
Aquifer Management ◽  
Participation Mechanisms ◽  
Barriers And Challenges ◽  
Different Levels

There is a controversy in groundwater management: some people argue that public participation has decreased efficiency in decision-making, while others believe this process is not executed effectively. Questions about whether public participation results from the context involving influential people, the rules, or the way participation mechanisms were designed need examination. In this study, opportunities, barriers, and challenges of public participation were analyzed in the management of a coastal aquifer affected by marine intrusion in the Maneadero Valley, México. Mixed methods were implemented, involving 28 interviews with key actors and 50 surveys conducted during 2014 and 2017 with groundwater users. Results show that public participation is mainly determined by power differences, lack of continuity in the participatory processes, and the design of the participation mechanisms. State actors have greater decision-making power in integrated groundwater management. In contrast, groundwater users have limited participation in the process of making proposals, and their participation is generally passive. There are limitations to broad, informed, and responsible public participation: examples of these limitations include different levels of information, inappropriate institutional arrangements, failure to disseminate scientific information, lack of spaces to exercise public participation, and absence of political will. Hence, to improve Maneadero aquifer management, it is necessary to decentralize decision-making, integrate technical and non-technical knowledge, generate scientific evidence about water availability, and give a prominent role to stakeholders and users from the initial stages. In addition, internalization and water culture are required. These results can help to guide integrated groundwater management in other arid regions.

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