dc.rights.license | CC-BY-NC-ND | |
dc.contributor.advisor | Georgiou, D. | |
dc.contributor.author | Tergouw, Roxanna van | |
dc.date.accessioned | 2022-08-03T00:01:11Z | |
dc.date.available | 2022-08-03T00:01:11Z | |
dc.date.issued | 2022 | |
dc.identifier.uri | https://studenttheses.uu.nl/handle/20.500.12932/42099 | |
dc.description.abstract | Improving teaching and learning calls for implementing evidence-based teaching (EBT)
practices in Dutch primary education. To translate research evidence into teaching practices,
academic primary school (APS) teachers are expected to play a crucial role as brokers
between these subcultures. Following the paradigm from the medical field, we recognized the
importance of cognitive and affective characteristics to EBT implementation and explored the
extent to which APS teachers’ research competencies (cognitive) and attitudes (affective)
influence their intention to use EBT. Additionally, we aimed to explain the underlying
dynamics between the variables under investigation. This study employed a quantitative
design and collected data from N = 43 APS teachers. A regression analysis revealed no
significant predictive associations between APS teachers’ research competencies, attitudes,
and intention to use EBT. Also, no significant interaction effect was found between APS
teachers’ research competencies and attitudes on their intention to use EBT. The results reveal
a holistic approach, addressing not only APS teachers’ cognitive and affective characteristics
but also organizational factors, is required to implement EBT in primary education. This
study highlights the need for future research on the factors necessary to support APS teachers’
adoption of EBT.
Keywords: research competencies, attitudes towards research, evidence-based practice | |
dc.description.sponsorship | Utrecht University | |
dc.language.iso | EN | |
dc.subject | EBT (evidence-based teaching) is crucial for improving teaching and learning. Following the paradigm from the medical field, we recognized the importance of cognitive and affective characteristics to EBT implementation and explored the extent to which APS teachers’ research competencies (cognitive) and attitudes (affective)
influence their intention to use EBT. | |
dc.title | Academic Primary School Teachers’ Research Competencies and Attitudes Towards
Evidence-Based Teaching | |
dc.type.content | Master Thesis | |
dc.rights.accessrights | Open Access | |
dc.subject.keywords | research competencies; attitudes towards research; evidence-based practice | |
dc.subject.courseuu | Educational Sciences | |
dc.thesis.id | 7519 | |