01 SES 12 B, Evidence Based School Practice as an Area of Tension – Approaches and Ideas to Close the Gap Between Practice and Research
Following the movement toward evidence-based practice in education, teaching is regarded as a profession that requires teachers to act and argue based on research evidence. Evidence-based practice aims to improve professional practices by involving the conscientious, explicit, and judicious use of the best available evidence (Shavelson et al., 2013). A stronger alignment between professional practices and research evidence has been shown to improve professional outcomes in various fields, such as medicine and management (Rousseau & Gunia, 2016). With increasing availability of relevant and reliable research evidence in the field of education (Hedges, 2018), there is a strong call to educate (future) teachers in making sense of and using research evidence to inform their teaching practice (Darling-Hammond, 2016). Consequently, teacher education is an important vehicle for advancing research-into-practice transfer (Bauer & Prenzel, 2012). To promote evidence-based practice through teacher education, evidence provided by educational research needs to inform the content of teachers’ professional education. Including up-to-date research evidence can have multiple benefits for the quality of teacher education. It may enrich teacher students’ professional knowledge, inform their thinking and professional discourse, contribute to the development of effective classroom material etc.. In particular, research evidence from experiments on effective interventions, such as inquiry learning (Lazonder & Harmsen, 2016) or digital learning (Gerard et al., 2015), can support (future) teachers in choosing the intervention that best support students’ learning and development (Slavin, 2019). Given the rapidly expanding research literature in this area, selecting, understanding and communicating recent, relevant and reliabe research is not an easy task. This is particularly true for teacher eductors, teachers and teacher students, who often lack necessary time or expertise (Diery et al., 2020). With this contribution, we introduce a scientific service platform designed to provide teacher education with latest scientific findings on effective teaching to promote evidence-based practice in teacher education. The platform content is created by educational researchers and provides critical and short reviews of carefully selected recent meta-analyses on effective teaching. As such, it offers synthesized findings as currently best available evidence in easy-to-access language. Material is freely available and can be accessed through the website www.clearinghouse-unterricht.de (Seidel et al., 2017). Evaluation results from platform users demonstrate positive uptake and future potential of such an approach. In our presentation we will detail selection heuristics for the evidence provided, evaluative findings as well as future steps in this clearinghouse project funded by the German Ministry of Education.
Bauer, J., & Prenzel, M. (2012). Science education. European teacher training reforms. Science, 336(6089), 1642–1643. Darling-Hammond, L. (2016). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. Diery, A., Vogel, F., Knogler, M., & Seidel, T. (2020). Evidence-based practice in higher education: Teacher educators’ attitudes, challenges, and uses. Frontiers in Education, 5, 183. Hedges, L. V. (2018). Challenges in building usable knowledge in education. Journal of Research on Educational Effectiveness, 11(1), 1–21. Gerard, L., Matuk, C., McElhaney, K., & Linn, M. C. (2015). Automated, adaptive guidance for K-12 education. Educational Research Review, 15, 41-58. Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning. Review of Educational Research, 86(3), 681–718. Rousseau, D. M., & Gunia, B. C. (2016). Evidence-based practice: The psychology of EBP implementation. Annual Review of Psychology, 67, 667–692. Seidel, T., Knogler, M., Mok, S. Y., Hetmanek, A., Vogel, F., Bannert, M., & et al. Forschung fördert Bildung. Das Clearing House Unterricht. Journal für LehrerInnenbildung, 17, 23–28. Shavelson, R., Fu, A., Kurpius, A., & Wiley, E. (2013). Evidence-based practice in science education. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 1– 4). Springer Netherlands.
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