Making the invisible visible: Preparing preservice teachers for first steps in linking research to practiceTeaching and Teacher Education (2015)
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.
- Information Literacy,
- Evidence-based practice,
- Teacher education,
- Preservice teaches,
- Library Instruction
Publication DateFall October, 2015
Citation InformationSarah van Ingen and Susan A. Ariew. "Making the invisible visible: Preparing preservice teachers for first steps in linking research to practice" Teaching and Teacher Education Vol. 51 (2015) p. 182 - 190 ISSN: 0742-051X
Available at: http://works.bepress.com/susan_ariew/23/
Creative Commons license
This work is licensed under a Creative Commons CC_BY International License.