Factors in Instructional Decision-Making, Ratings of Evidence and Intended Instructional Practices of Australian Final Year Teacher Education Students

Autor/inn/en	Carter, Mark; Stephenson, Jennifer; Hopper, Toni
Titel	Factors in Instructional Decision-Making, Ratings of Evidence and Intended Instructional Practices of Australian Final Year Teacher Education Students
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 6, Artikel 5 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Instructional Design; Decision Making; Evidence; Educational Practices; Teacher Education Programs; Preservice Teachers; College Seniors; Student Surveys; Educational Strategies; Best Practices; Performance Factors; Knowledge Base for Teaching; Online Surveys; Rating Scales; Knowledge Level; Familiarity; Teaching Skills; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Decision-making; Entscheidungsfindung; Evidenz; Bildungspraxis; College; Colleges; Senior; Hochschule; Fachhochschule; Schülerbefragung; Lehrstrategie; Leistungsindikator; Teaching theory; Theory of teaching; Unterrichtstheorie; Rating-Skala; Wissensbasis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	There has been increasing interest in an evidence-based approach to education in Australia, but relatively little research has provided relevant data on knowledge of the evidence base for instructional practices among teachers preparing to enter the profession. Final year teacher education students (N = 290) in 15 Australian tertiary institutions were surveyed on their understanding of the strength of evidence for 14 instructional strategies and their intended frequency of use of the strategies following graduation. They were also asked to rate the importance of factors they considered in instructional decision-making. Empirical evidence was important in selection of instructional practices but personal preference and, in particular, practicum experiences were considered more important. Students were very confident in their ability to make judgements regarding the evidence base for a range of instructional strategies and tended to rate all strategies as relatively effective. Their judgements, however, did not correlate strongly with available evidence. Intended use of strategies correlated highly with strength of evidence ratings. Implications of these findings for teacher preparation and future research are considered. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01