Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy

This allows us to test the impact of different models of evidence-based practice by randomly allocating initial teacher trainees to three treatment arms: 1) restudying a summary of the evidence underpinning the evidence-based practice (restudy), 2) watching a video model of the evidence-based practice (model), 3) watching a video model of the evidence-based practice with the evidence integrated in. [...] Based on the preceding theory and empirical evidence, we hypothesise that: H2: Exposure to a video model in which the important aspects of practice are highlighted and the underlying knowledge is stated will improve pre-service teachers’ skills in the use of evidence-based practice, relative to exposure to the same model without highlighting the important aspects of practice or stating the underly. [...] This maximises the extent to which students subsequently retain the target knowledge by allowing the student to retrieve the part of the answer not contained within the hint (Kornell & Vaughn, 2016; Vaughn & Kornell, 2019; Vaughn et al., 2022). [...] Likewise, after the teacher receives an incorrect response from a pupil and frames this a learning opportunity, the video cuts away to show the following text for five seconds “By framing mistakes as an opportunity to learn, the teacher helps prevent pupils becoming demotivated.” In line with the theory above, these text snippets were intended to highlight the relevant parts of the video model and. [...] The outcome measure fives equal weight to each of the five components of questioning for retrieval and has been standardised to have a mean of zero and standard deviation of one.