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Evidence-based Reasoning of Pre-Service Teachers: A Script Perspective
International Conference of the Learning Sciences
Instead of using psychological knowledge, pre-and in-service teachers often refer to everyday theories when faced with problematic pedagogical situations. This paper investigated to what extent such problems are caused by inadequate evidence-based reasoning scripts that guide pre-service teachers in the way they tackle pedagogical problems. We investigated the scripts of N = 103 beginning and N = 236 advanced students by asking them to analyze fictitious, but realistic problem cases in andblp:conf/icls/KiemerK18 fatcat:4ks57mq23jhxdp7wt76lz264gy