The Evidence-Based Teaching Survey

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The Evidence-Based Teaching Survey

Teacher educators play a pivotal role in the classroom ecology of teacher education because they support pre-service teachers’ learning and because they model teaching through their own practices (Lunenberg, Korthagen, & Swennen, 2007).

Photo: Astrid Eckert/TUM

Therefore, there is no exaggeration to say that if we strive for quality teacher preparation we should first invest time and effort on the professional development of teacher educators’ (Goodwin & Kosnik, 2013).

Teacher educators matter and their voices need to be heard

Because teacher educators are a heterogeneous group who perform diverse roles, understanding their opinions and views on new reforms and standards of teacher professionalism will help researchers and institutions to better support their preparation and offer them more possibilities to grow. Such a new reform is the Evidence-based teaching method in which teachers should incorporate up-to-date research evidence into their teaching practice.

 

Gaining an authentic perspective from teacher educators

To effectively support such an undertaking, it is crucial to develop a thorough understanding of the opinions and perspectives from those who are directly involved within the teaching community. As such, gaining input from those who can speak first-hand to the practical demands of being a teacher educator is critical before moving to the implementation. Thus, I invite you all who work professionally as teacher educators to participate in the Evidence-based teaching survey and to share your expertise. The survey is available in the German and English language and it only takes 10 min. to be filled out.

Please participate in the survey:

Evidence-based teaching in Universities

 

References

Goodwin, A. L., & Kosnik, C. (2013). Quality teacher educators= quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development, 17(3), 334-346.

Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching and teacher education, 23(5), 586-601.

Despoina Georgiou
Despoina Georgiou
Despoina Georgiou is a PhD candidate at the International Doctoral School REASON (ENB) at the Ludwig-Maximilians Universität München (LMU) and an associate research assistant at the Friedl Schöller Endowed Chair for Educational Psychology at the Technical University of Munich (TUM). Her PhD project is entitled ‘The research-practice gap: beliefs, evidence and practice in University teaching’, and is a subproject of the Clearing House Unterricht (CHU) at TUM. She is also a teacher educator at the TUM School of Education and an educator at the Catholic University of Applied Sciences (KSH) in Munich, where she teaches subjects related to qualitative and quantitative research methods.