Pre-service teachers’ latent profile transitions in the evaluation of evidence

Abstract

Teachers are expected to consider scientific evidence to inform their teaching, which requires skills, knowledge, and affirmative beliefs regarding the utility of science for teaching practice. We analyzed preservice teachers' profiles regarding evidence evaluation and whether taking a course on information-seeking and research methods resulted in a transition from a nonscientific to a scientific profile. The results revealed positive effects regardless of preservice teachers' beliefs. The higher the teachers’ self-reported skills and knowledge is, the higher is the probability of transitioning to a scientific profile. Our findings highlight the importance of promoting relevant skills and knowledge in teacher education.