Making the Invisible Visible: Preparing Preservice Teachers for First Steps in Linking Research to Practice
Document Type
Article
Publication Date
10-2015
Keywords
information literacy, research utilization, evidence-based practice, teacher education, preservice teachers, library instruction
Digital Object Identifier (DOI)
http://dx.doi.org/10.1016/j.tate.2015.07.001
Abstract
Despite the widespread expectation that teachers leverage research to meet the needs of diverse students, little is known about how to prepare preservice teachers to engage in this complex process. This quasi-experimental study examines a collaborative, standards-based intervention that prepares preservice teachers to articulate classroom-based problems, create research-guiding questions, and design effective search strategies. A MANOVA test indicated that the intervention is associated with stronger performance on those first steps. The authors provide detailed descriptions of the intervention and its results in order to offer a roadmap for supporting preservice teachers in the foundational steps of linking research to practice.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Teaching and Teacher Education, v. 51, p. 182-190
Scholar Commons Citation
van Ingen, Sarah and Ariew, Susan, "Making the Invisible Visible: Preparing Preservice Teachers for First Steps in Linking Research to Practice" (2015). Educational and Psychological Studies Faculty Publications. 160.
https://digitalcommons.usf.edu/esf_facpub/160
