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Evidence-informed reasoning as an important requirement for pre- and in-service teachers How can I help my students acquire the skill of dividing fractions? How can I increase my students' learning motivation? What is the reason for Fiona's learning difficulties? These are just a couple of problems that teachers face in their classes on a daily basis. To competently cope with such problems, teachers should be able to retrieve, use, and apply evidence from Educational Science, Educational Psychology, and subject-matter didactics, and, in that way, engage in “evidence-informed reasoning” (e.g., Greisel et al., 2023). This Research Topic assembles scientific contributions that refer to four questions: (1) What does evidence-based education mean and why is it important? (2) What are barriers for pre- and in-service teachers' evidence-informed reasoning? (3) How can pre- and in-service teachers' evidence-informed reasoning be scaffolded? (4) How does in-service teachers' evidence-informed reasoning impact student performance?

An experiment to test the effects of two scaffolds to support a) giving peer-feedback and b) using received feedback while revising the initial task solution

Supplemental Material, 03_EBP_Review_Spens_et_al._-_Appendix for How to Teach Evidence-Based Practice in Social Work: A Systematic Review by Florian Spensberger, Ingo Kollar, Eileen Gambrill, Christian Ghanem and Sabine Pankofer in Research on Social Work Practice