Improving Pre-Service Teachers' Use of Research to Support Technology-Enhanced Practices

This study investigates the role of research -informed reasoning and practice in teaching, highlighting how review articles can improve (pre-service) teachers' effective integration of research findings regarding the use of digital technologies in education. Despite its importance, research indicates that evidence use by teachers often fails to translate into everyday teaching practices.

Findings reveal a significant gap in how (pre-service) teachers receive and apply research derived from reviews.

Focusing on review articles as a means to enhance (pre-service) teachers’ engagement with research, this work explores formats for improving access to research knowledge.

During a design-oriented workshop, n = 14 pre- service teachers engaged with a review article, a Clearing House-style format, and a chat-based document analysis tool, documenting their perceived advantages, challenges, and improvement suggestions for each format.

Results indicate that all three resources collectively supported the participants' evidence-informed reasoning and practice. This research underscores the need for enhanced engagement with evidence among pre-service teachers and suggests directions for future studies to explore the effectiveness of chat-based document analysis tools in educational contexts.