Research-based learning in teacher education: enhancing reflection skills as a key to perceived usefulness of evidence-informed practice

Abstract Research-based learning has become important in teacher education with the aim of equipping future teachers with the skills necessary to meet professional challenges. This study explores the extent to which two different seminar formats—one focusing on using research and the other on conducting research—contribute to the development of research skills and the perceived usefulness of evidence-informed teaching practice. The intervention study involved 295 pre-service teachers in a primary education program. Data were collected through online questionnaires at three points during the semester. The questionnaires measured skills of reflecting on research findings and the perceived usefulness of research for teaching practice. Data were analyzed using 2 × 3 mixed ANOVAs and hierarchical regression. Results indicate that both seminar formats led to an increase in the ability of pre-service teachers to critically reflect on research findings, but no significant differences between the two formats were found in this regard. However, the perceived usefulness of evidence-informed practice did not significantly improve throughout the seminars. Practical relevance and reflection skills emerged as significant predictors of perceived usefulness while the specific seminar attended did not influence outcomes. This study underscores the importance of promoting research-based learning and a research-oriented attitude in teacher education to bridge the gap between research and practice. The findings suggest that while seminar formats enhance reflection skills, further exploration is needed to determine how to increase the perceived usefulness of research for future teachers. Identifying additional competencies to effectively integrate research into teaching is essential for improving evidence-informed practices.