An Exploratory Study of Pre-Service Teachers’ Evidence-Based Practice Related Knowledge, Attitudes, and Practices

Abstract

It is important to understand the readiness of pre-service teachers (PSTs) to use evidence-based practices (EBP) upon entering the field. This study had two objectives: (1) pilot a measure of EBP previously validated with health professional students (EBP-KAP), and (2) investigate PSTs’ knowledge and perceptions of EBP. Fifty-seven PSTs completed the EBP-KAP. Participants’ self-reported knowledge of EBP was significantly greater than their attitudes toward and current use of EBP. PSTs in their first year of training had more positive attitudes toward EBP than PSTs in their second year. Implications for training and practice are discussed.