Teacher beliefs about evidence-based practice: A systematic review

Abstract

High quality research has established an evidence base for a number of practices that produce positive outcomes for students with disabilities. However, teachers’ beliefs may hinder their use of these evidence-based practices. This literature review comprises a systematic search locating research at the intersection of teachers’ beliefs and evidence-based practices for students with disabilities, published in peer-reviewed journals between 2001 and 2018. Ten articles met the inclusion criteria. Results were synthesised to an a priori model depicting factors that influence teachers’ beliefs. Five new factors specific to practices for students with disabilities emerged: (i) co-teaching, (ii) itinerant teachers in a supporting role, (iii) different practices of special education and general education teacher, (iv) insufficient professional development, and (v) insufficient time.