Abstract
Research shows that beliefs such as scepticism toward the relevance of scientific content can hinder teachers’ evidence-based practices. Despite this consequence of scepticism, little is known about its predictors. Therefore, we first analysed the relationship between scepticism toward the relevance of scientific content and preferred information sources with a sample of 332 teachers: Scepticism led to a lower preference for scientific sources. Second, we examined characteristics of professional competence as possible predictors of scepticism. We found that scepticism was lower among enthusiastic teachers, but it was higher when teachers believed in inborn teaching competences or were low academic achievers.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: 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.