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<p>Evidence-informed practice requires teachers to use research findings as an orientation for decision-making and for reflection on professional practice. However, many teachers lack the necessary competences, motivation, and favourable attitudes to do so. One key requirement is competence in assessing the quality of empirical studies. Video modeling examples that illustrate an expert’s cognitive processes are a&#xa0;promising approach to teaching this complex task. This experimental study examined the effectiveness of heuristic-based video modeling examples combined with practice problems (VP, <i>n</i> = 39) compared with practice problems only (PP, <i>n</i> = 39). The dependent variables were pre-service teachers’ assessment performance, self-efficacy, and attitudes towards evidence-informed teaching, measured at an immediate and a&#xa0;delayed posttest four weeks later. The results indicated no significant difference in performance between conditions at the two posttests. Learners’ self-efficacy in the VP condition was significantly higher at the immediate posttest. There was no significant effect on attitudes. Post hoc analyses showed that the effect of study condition on (delayed) posttest performance was moderated by self-efficacy and attitudes.</p>

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Can video modeling examples promote pre-service teachers’ performance in assessing empirical studies?

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月2日

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  • Luisa Nägel,
  • Lea Nemeth,
  • Frank Lipowsky

摘要

Evidence-informed practice requires teachers to use research findings as an orientation for decision-making and for reflection on professional practice. However, many teachers lack the necessary competences, motivation, and favourable attitudes to do so. One key requirement is competence in assessing the quality of empirical studies. Video modeling examples that illustrate an expert’s cognitive processes are a promising approach to teaching this complex task. This experimental study examined the effectiveness of heuristic-based video modeling examples combined with practice problems (VP, n = 39) compared with practice problems only (PP, n = 39). The dependent variables were pre-service teachers’ assessment performance, self-efficacy, and attitudes towards evidence-informed teaching, measured at an immediate and a delayed posttest four weeks later. The results indicated no significant difference in performance between conditions at the two posttests. Learners’ self-efficacy in the VP condition was significantly higher at the immediate posttest. There was no significant effect on attitudes. Post hoc analyses showed that the effect of study condition on (delayed) posttest performance was moderated by self-efficacy and attitudes.