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Guided by Cognitive Apprenticeship Theory, this study used structured online focus groups with 26 teachers in Thailand. Findings show teachers value evidence-informed instruction but need stronger skills to identify, analyze, and apply evidence from academic journals. Teachers’ access is further constrained by limited professional skills, insufficient time, and limited school leadership support.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-thai-teachers-perspectives-on-evidence-informed-practices-in-inclusive-early-childhood-education/594099/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-thai-teachers-perspectives-on-evidence-informed-practices-in-inclusive-early-childhood-education/594099.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main aim of the study on Thai inclusive early childhood teachers?","Question",{"text":112,"@type":113},"The study explores teachers’ perspectives on the value of research-informed practice, how they source and use evidence in daily professional practice, and the challenges they face embedding research in their schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"The study, informed by Cognitive Apprenticeship Theory, used structured online focus groups with 26 inclusive early childhood teachers in Thailand.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges limit teachers’ use of evidence-informed practices?",{"text":121,"@type":113},"Teachers face constraints including limited professional skills, lack of time, and insufficient support from school leadership, which also reduces access to scholarly resources.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594099,1792210479,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Exploring Thai Teachers’ Perspectives on Evidence-informed Practices in  \nInclusive Early Childhood Education  \nJoseph Seyram Agbenyega  \nEmirates College for Advanced Education, UAE  \nDanielle Lane  \nWestern Oregon University, USA.  \nSunanta Klibthong  \nMahidol University, Thailand  \nAbstract: Evidence-informed practices play vital roles in teaching and learning in inclusive schools; however, limited research has been  \nconducted to explore inclusive early childhood teachers’perspectiveson research-informed teaching. This study, which was informed by the Cognitive Apprenticeship Theory (CAT), used structured and online  \nfocus groups to explore the views of 26 inclusive early childhood  \nteachers in Thailand regarding their understanding and value for  \nevidence-informed practice, how they source, analyse and use  \nevidence to inform their professional practice and the factors  \nsupporting or inhibiting evidence-informed practices in their schools.  \nA combination offramework and descriptive data analysis identified  \nfindings suggesting teachers value evidence-informed teaching. Still,  \nthey need to gain more skills in identifying, analysing and using  \nevidence from relevant academic journals in their professional  \ncontext. In addition, teachers ’ endeavours to access and use scholarly  \nresources were also inhibited by a lack ofprofessional skills, time,  \nand support from school leadership. The findings validate Cognitive Apprenticeship Theory suggesting the need for research skills training and including teachers as co-constructors of research knowledge.  \nThese processes can lead schools to better integrate research into  \npractice in early childhood educational settings.  \nKeywords: early childhood, evidence-informed, inclusive teachers, Thailand  \nIntroduction  \nEvidence-informed practice is gaining increasing attention in education, aiming to provide teachers with a fundamental understanding of how research translated into teaching and learning improves student learning (Ion & Sirvent, 2022). The importance of effectively teaching to cater to student diversity and needs is linked to research evidence. Evidence-informed practice takes many forms. Evidence-informed practice in education uses existing research with evidence that is the best-known approach to produce a specific outcome in student learning (Oancea,  \n2010) . It also involves proven intervention methodologies and teacher-led research in schools to improve student performance to meet curriculum standards (Davies, 1999; Earl, 2015; Kowalczuk-Walędziak & Underwood, 2021). Evidence-informed practice in schools may take different forms, for example, teacher learning or lesson study (Ion & Sirvent, 2022), action research (Ion et al., 2021), and collaborative professional inquiry (Donohoo, 2013) .  \nEvidence-informed practice is a shift away from depending solely on personal experience or dominant views as pedagogical strategies and instead assessing or developing new ideas that are based on reliable and relevant evidence (Kowalczuk-Walędziak & Underwood, 2021) . In this sense, guesswork and supposition are replaced with high confidence in identifying student needs and relevant strategies to meet those needs (Oancea, 2010) . Several reasons account for the use of evidence-informed practice in schools. Firstly, it guides teachers and school leaders when making complex student learning and teaching decisions. Secondly, evidence-informed approaches and school-based research mean that teachers adopt a growth mindset regarding their professional practice (Ion & Sirvent, 2022) .  \nDespite these benefits, teacher education systems have historically focused on teaching pedagogical skills and content knowledge, focusing less on evidence-informed practice capability and its affordances in educational innovation (Cain et al., 2019) . The use of research evidence in teaching and learning is complex, involving decisions about what evidence to use, how to source and analyse ","cbCaifqrgVZj8tdG","https://ap.wps.com/l/cbCaifqrgVZj8tdG","pdf",273971,"English","# Introduction\n## Evidence-informed practice and its educational value\n## Benefits and limitations in teacher education\n## The Thai context for research-informed practice\n## Purpose and research questions","[{\"question\":\"What is the main aim of the study on Thai inclusive early childhood teachers?\",\"answer\":\"The study explores teachers’ perspectives on the value of research-informed practice, how they source and use evidence in daily professional practice, and the challenges they face embedding research in their schools.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The study, informed by Cognitive Apprenticeship Theory, used structured online focus groups with 26 inclusive early childhood teachers in Thailand.\"},{\"question\":\"What challenges limit teachers’ use of evidence-informed practices?\",\"answer\":\"Teachers face constraints including limited professional skills, lack of time, and insufficient support from school leadership, which also reduces access to scholarly resources.\"}]","Exploring Thai Teachers’ Perspectives on Evidence-informed Practices in Inclusive Early Childhood Education | PDF",1792078533,48]