ABSTRACT

The practitioner journal article has been suggested as a tool to increase teaching professionals’ use of evidence-based educational practices in the classroom. Not much is known about teacher use and opinions of practitioner journal articles. A purposeful sample of 346 preservice teacher candidates and in-service teachers was surveyed about its use of practitioner journal articles and the sample’s presentation preferences. Respondents indicated that they did not read journals but did read articles. The average number of articles read was eight, most often accessed from online search engines. There were more similarities than differences in the preferred presentation of articles across preservice, in-service, general education, and special education teachers surveyed. Respondents preferred shorter articles, written from a practitioner perspective, that included real application vignettes and graphics highlighting student outcome and implementation fidelity data. Research implications are discussed.

摘要

实践者期刊文章已被建议作为一种工具，以增加教学专业人员在课堂中使用循证教育实践。关于教师使用和从业者期刊文章的意见知之甚少。对 346 名职前教师候选人和在职教师的有目的的样本进行了调查，了解其对从业者期刊文章的使用和样本的陈述偏好。受访者表示，他们没有阅读期刊，但确实阅读了文章。平均阅读文章数为 8 篇，最常从在线搜索引擎访问。在接受调查的职前、在职、通识教育和特殊教育教师中，文章的首选呈现方式的相似之处多于差异。受访者更喜欢从从业者的角度撰写的较短的文章，其中包括突出学生成果和实施保真度数据的真实应用小插曲和图形。讨论了研究意义。