Abstract
Teachers are expected to consider scientific evidence to inform their teaching, which requires skills, knowledge, and affirmative beliefs regarding the utility of science for teaching practice. We analyzed preservice teachers' profiles regarding evidence evaluation and whether taking a course on information-seeking and research methods resulted in a transition from a nonscientific to a scientific profile. The results revealed positive effects regardless of preservice teachers' beliefs. The higher the teachers’ self-reported skills and knowledge is, the higher is the probability of transitioning to a scientific profile. Our findings highlight the importance of promoting relevant skills and knowledge in teacher education.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
