The utility value of research evidence for educational practice from the perspective of preservice student teachers in Austria. A qualitative exploratory study
Author(s) / Creator(s)
Haberfellner, Christina
Fenzl, Thomas
Abstract / Description
This paper investigates how Austrian undergraduate preservice student teachers evaluate (1) the importance of educational research for teachers in general and for themselves in particular and (2) the impact of diff erent aspects of utility value of research evidence on educational practice. In order to achieve this, a theoretical framework proposing fi ve aspects of utility value (Rossi & Freeman, 1993; Visscher & Coe, 2002; Weiss, 1979, 1998) was transferred to the pedagogical context and served as a basis for the development of an interview guideline and of content-analytical rules for qualitative text analysis. To answer the research questions, 30 guideline-based qualitative interviews with Austrian undergraduate preservice student teachers in their second or third year of study were analyzed using various techniques of Qualitative Content Analysis, in particular, inductive category formation and deductive category assignment (Mayring, 2014). Results of the analysis suggest that the interviewed undergraduate preservice student teachers tend to primarily refer to study-orientated topics (e.g. bachelor theses) when evaluating the importance of educational research for teachers and address the conceptual and instrumental value of research evidence for educational practice. The paper concludes with a critical discussion and derives implications for further research projects.
Persistent Identifier
Date of first publication
2017-08
Publisher
ZPID (Leibniz Institute for Psychology Information)
Publication status
unknown
Review status
unknown
Citation
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JERO_2017_2_Haberfellner_Fenzl_The_utility_value.pdfAdobe PDF - 234.51KBMD5: 2260aa35173d8ec75f493228f3b6efa4
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Author(s) / Creator(s)Haberfellner, Christina
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Author(s) / Creator(s)Fenzl, Thomas
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PsychArchives acquisition timestamp2022-11-22T06:40:38Z
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Made available on2018-09-12T09:22:37Z
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Made available on2022-11-22T06:40:38Z
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Date of first publication2017-08
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Abstract / DescriptionThis paper investigates how Austrian undergraduate preservice student teachers evaluate (1) the importance of educational research for teachers in general and for themselves in particular and (2) the impact of diff erent aspects of utility value of research evidence on educational practice. In order to achieve this, a theoretical framework proposing fi ve aspects of utility value (Rossi & Freeman, 1993; Visscher & Coe, 2002; Weiss, 1979, 1998) was transferred to the pedagogical context and served as a basis for the development of an interview guideline and of content-analytical rules for qualitative text analysis. To answer the research questions, 30 guideline-based qualitative interviews with Austrian undergraduate preservice student teachers in their second or third year of study were analyzed using various techniques of Qualitative Content Analysis, in particular, inductive category formation and deductive category assignment (Mayring, 2014). Results of the analysis suggest that the interviewed undergraduate preservice student teachers tend to primarily refer to study-orientated topics (e.g. bachelor theses) when evaluating the importance of educational research for teachers and address the conceptual and instrumental value of research evidence for educational practice. The paper concludes with a critical discussion and derives implications for further research projects.de_DE
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Publication statusunknown
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Review statusunknown
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ISSN1866-6671
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Persistent Identifierhttps://hdl.handle.net/20.500.11780/3781
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.11262
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Language of contentengde_DE
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PublisherZPID (Leibniz Institute for Psychology Information)en
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Is part ofIn: Journal for Educational Research Online 9(2) (2017) 67-85
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Dewey Decimal Classification number(s)150
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TitleThe utility value of research evidence for educational practice from the perspective of preservice student teachers in Austria. A qualitative exploratory studyde_DE
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DRO typearticlede_DE
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Visible tag(s)PsyDok
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Visible tag(s)Verein zur Förderung Qualitativer Forschung e.V.: Beiträge zur Qualitativen Inhaltsanalyse