Research-based learning in teacher education. enhancing reflection skills as a key to perceived usefulness of evidence-informed practice
Lade...
Autor:in (Körperschaft)
Publikationsdatum
20.01.2026
Typ der Arbeit
Studiengang
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Zeitschrift für Bildungsforschung
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
Ausgabe / Nummer
Seiten / Dauer
Patentnummer
Verlag / Herausgebende Institution
Springer
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Research-based learning has become important in teacher education with the aim of equipping future teachers with the skills necessary to meet professional challenges. This study explores the extent to which two different seminar formats - one focusing on using research and the other on conducting research - contribute to the development of research skills and the perceived usefulness of evidence-informed teaching practice.
The intervention study involved 295 pre-service teachers in a primary education program. Data were collected through online questionnaires at three points during the semester. The questionnaires measured skills of reflecting on research findings and the perceived usefulness of research for teaching practice. Data were analyzed using 2 × 3 mixed ANOVAs and hierarchical regression.
Results indicate that both seminar formats led to an increase in the ability of pre-service teachers to critically reflect on research findings, but no significant differences between the two formats were found in this regard. However, the perceived usefulness of evidence-informed practice did not significantly improve throughout the seminars. Practical relevance and reflection skills emerged as significant predictors of perceived usefulness while the specific seminar attended did not influence outcomes.
This study underscores the importance of promoting research-based learning and a research-oriented attitude in teacher education to bridge the gap between research and practice. The findings suggest that while seminar formats enhance reflection skills, further exploration is needed to determine how to increase the perceived usefulness of research for future teachers. Identifying additional competencies to effectively integrate research into teaching is essential for improving evidence-informed practices.
Schlagwörter
Research-based learning, Reflection skills, Perceived usefulness of evidence-informed practice, Teacher education
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
2190-6890
2190-6904
2190-6904
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Hybrid
Lizenz
Zitation
Schweinberger, K., Näpfli, J., & Wullschleger, A. (2026). Research-based learning in teacher education. enhancing reflection skills as a key to perceived usefulness of evidence-informed practice. Zeitschrift Für Bildungsforschung. https://doi.org/10.1007/s35834-025-00527-z