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Original Article

Predictors of teachers' appreciation of evidence-based practice and educational research findings

Published Online:January 20, 2021https://doi.org/10.1024/1010-0652/a000301

Abstract

Abstract. Teachers' reception of educational research is considered important for improving teaching and student learning. Yet, it is a challenging task requiring teachers to have access to scientific sources, the skill and time to find and exhaust such resources, and the capacity to interpret retrieved information. If such essential conditions are not met, teachers have hardly any chance to engage in research reception and, consequently, may question the value and relevance of research findings to their practice. Prior research has suggested that teachers are indeed critical of educational research findings and rarely refer to them. Based on data from the field trial (N = 674) and main study (N = 2,549) of a national extension study of the Programme for International Student Assessment (PISA) 2012 in Germany, this study explored the role of (a) teachers' access to scientific sources, (b) perceived lack of skill and time to search for research findings, and (c) their familiarity with research methods/statistics as potential predictors of their appreciation of evidence-based practice, and perceived irrelevance of educational research findings. Structural equation models demonstrated that perceived lack of skill and time to find research findings, in particular, substantially affected participants' irrelevance perceptions. The more participants assessed their sourcing skill and time to be too constrained to engage in research reception, the more they judged research findings to be irrelevant to their practice. Though source access and familiarity with research methods/statistics indicated only small or even no effects, they strongly correlated with participants' perceived lack of sourcing skill and time. Better source access and greater familiarity were associated with less concern about one's skill and time resources to search for relevant research findings. These findings potentially underline the relevance of strengthening both teachers' access to scientific sources and individual capacities to understanding research contents.


Zu Prädiktoren der Wertschätzung evidenzbasierter Praxis und bildungswissenschaftlicher Befunde bei Lehrkräften

Zusammenfassung. Die Rezeption bildungswissenschaftlicher Befunde soll Lehrkräften zur Verbesserung ihrer Unterrichtspraxis dienen. Dies stellt eine anspruchsvolle Aufgabe dar, die es erfordert, dass Lehrkräfte Zugang zu Forschungsliteratur haben, über die nötigen Fähigkeiten und Zeitressourcen zur Rezeption verfügen, und im Stande sind, solche Befunde zu interpretieren. Sind solche essentiellen Voraussetzungen nicht erfüllt, haben Lehrkräfte kaum Chancen, bildungswissenschaftliche Befunde heranzuziehen und zu rezipieren. Dies kann dazu führen, dass sie bildungswissenschaftlichen Befunden und evidenzbasiertem Handeln weniger Wert und Relevanz für ihr Handeln beimessen. Vorangegangene Untersuchungen deuten tatsächlich darauf hin, dass Lehrkräfte die Relevanz bildungswissenschaftlicher Befunde kritisch betrachten und diese kaum nutzen. Basierend auf Daten von Mathematiklehrkräften, die an der Befragung der nationalen Erweiterungsstudie zur PISA Studie 2012 (Deutschland) im Feldversuch (N = 674) sowie in der Hauptstudie (N = 2549) teilnahmen, untersucht dieser Beitrag, welchen Einfluss (a) der Zugang zu Forschungsliteratur, (b) die Wahrnehmung eigener Fähigkeiten und Zeitressourcen, Forschungsergebnisse finden zu können, sowie (c) die Vertrautheit mit Forschungsmethoden und Statistik auf die Wertschätzung von evidenzbasierter Praxis einerseits und auf die wahrgenommene Irrelevanz von bildungswissenschaftlichen Befunden andererseits haben. Analysen mittels Strukturgleichungsmodellen ergaben, dass die Beurteilung bildungswissenschaftlicher Befunde als irrelevant insbesondere durch die Wahrnehmung unzureichender Fähigkeiten und Zeitressourcen vorhergesagt wurde. Je mehr die Lehrkräfte ihre Fähigkeit und Zeit als unzureichend einschätzten, desto stärker lehnten sie bildungswissenschaftliche Befunde auch als irrelevant ab. Der Zugang zu Forschungsliteratur bzw. die Vertrautheit mit Forschungsmethoden und Statistik hatten nur kleine, teils auch keine, Effekte auf die Wahrnehmung evidenzbasierten Handelns und bildungswissenschaftlicher Befunde. Allerdings korrelierten diese beiden Prädiktoren hoch mit der Wahrnehmung der eigenen Fähigkeiten und Zeitressourcen. Je besser der Zugang zu Forschungsliteratur bzw. je höher die Vertrautheit mit Forschungsmethoden und Statistik angegeben wurde, desto weniger äußerten Lehrkräfte Bedenken hinsichtlich ihrer Fähigkeiten und Zeitressourcen, Forschungsbefunde finden und lesen zu können. Diese Ergebnisse untermauern die Relevanz, den Zugang zu Forschungsliteratur sowie auch grundlegende Fähigkeiten zur Wissenschaftsrezeption zu stärken.

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