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Surveying N=290 students across 15 Australian tertiary institutions, the study assessed knowledge of evidence for 14 instructional strategies, intended post-graduation frequency of use, and the importance of factors in instructional decision-making. Evidence mattered, but personal preference and especially practicum experiences were weighted more heavily.",{"@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/factors-in-instructional-decision-making-ratings-of-evidence-and-intended-instructional-practices-of-australian-final-year-teacher-education-students/593653/",{"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/factors-in-instructional-decision-making-ratings-of-evidence-and-intended-instructional-practices-of-australian-final-year-teacher-education-students/593653.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What did the study measure about final-year teacher education students?","Question",{"text":112,"@type":113},"It measured students’ understanding of evidence strength for 14 instructional strategies, the importance of factors in instructional decision-making, and their intended frequency of using the strategies after graduation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did students weigh evidence compared with other influences?",{"text":117,"@type":113},"Empirical evidence was important, but personal preference and especially practicum experiences were considered more important in selecting instructional practices.",{"name":119,"@type":110,"acceptedAnswer":120},"Did students’ judgments match the available evidence?",{"text":121,"@type":113},"Students were confident that they could judge the evidence base, tended to rate most strategies as effective, but their judgments did not correlate strongly with the available evidence.","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},593653,1792210455,{"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":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"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":31,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 40 | Issue 6 | Article 5 |\n| --- | --- |\n\n2015  \nFactors in Instructional Decision-Making, Ratings of Evidence and Intended Instructional Practices of Australian Final Year Teacher Education Students  \nMark Carter  \nMacquarie University, [mark.carter.mq@gmail.com](mark.carter.mq@gmail.com)  \nJennifer Stephenson  \nMacquarie University, [jennifer.stephenson@mq.edu.au](jennifer.stephenson@mq.edu.au)  \nToni Hopper  \nMacquarie University, [toni.hopper@mq.edu.au](toni.hopper@mq.edu.au)  \nRecommended Citation  \nCarter, M., Stephenson, J., & Hopper, T. (2015). Factors in Instructional Decision-Making, Ratings of Evidence and Intended Instructional Practices of Australian Final Year Teacher Education Students. Australian Journal of Teacher Education, 40 (6). Retrieved from [http://ro.ecu.edu.au/ajte/vol40/iss6/5](http://ro.ecu.edu.au/ajte/vol40/iss6/5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss6/5](http://ro.ecu.edu.au/ajte/vol40/iss6/5)  \nAustralian Journal of Teacher Education  \nFactors in Instructional Decision-Making, Ratings of Evidence and Intended Instructional Practices of Australian Final Year Teacher  \nEducation Students  \nMark Carter  \nJennifer Stephenson  \nToni Hopper  \nMacquarie University Special Education Centre  \nAbstract: There has been increasing interest in an evidence-based approach to education in Australia, but relatively little research has provided relevant data on knowledge of the evidence base for instructional practices among teachers  \npreparing to enter the profession. Final year teacher education students (N = 290) in 15 Australian tertiary institutions were surveyed on their understanding of the strength of evidence for 14 instructional strategies and their intended frequency of use of the strategies following graduation. They were also asked to rate the importance offactors they considered in instructional decision-making.  \nEmpirical evidence was important in selection of instructional practices but personal preference and, in particular, practicum experiences were considered more important. Students were very confident in their ability to make judgements regarding the evidence base for a range of instructional strategies and tended to rate all strategies as relatively effective. Their judgements, however, did not correlate strongly with available evidence. Intended use of strategies correlated highly with strength of evidence ratings. Implications of these findings for teacher preparation and future research are considered.  \nKeywords: evidence-based practice, teacher education students, instructional practices.  \nIntroduction  \nThe presence of a research to practice gap in education is widely asserted (e.g., Everett, Luera, & Otto, 2008; Gable, Tonelson, Sheth, Wilson, & Park, 2012; Jones, 2009) and in this context, there has been increasing interest in the concept of evidence-based practice in education in Australia (Centre for Education Statistics and Evaluation, 2013; Rowe, 2005; Stephenson, Carter, & O’Neill, 2013). The Australian Institute for Teaching and School Leadership (2011), which accredits teacher education courses in Australian tertiary institutions, is committed to building on research evidence about “what works in teacher education”(p. 3) and has noted that teacher education programs should take account of“authoritative educational research findings”(p. 12) . Ingvarson and Rowe (2008) have argued that teachers are the most valuable resources available to schools, and the goal of raising the quality of teaching “can only be realised by ensuring that teachers are equipped with subject-matter knowledge and an evidence-and standards-based repertoire of pedagogical skills that are demonstrably effective in meeting the developmental and learning needs of all students”(p.6) .  \nVol 40, 6, June 2015 85  \nAustralian Journal of Teacher Education  \nFactors Considered in Instructional Decision-Maki","cbCaiaR1ybvivbJW","https://ap.wps.com/l/cbCaiaR1ybvivbJW","pdf",162057,"English","# Introduction\n## Factors Considered in Instructional Decision-Making\n## Knowledge of Evidence-Based Practices\n## Conclusion and Implications","[{\"question\":\"What did the study measure about final-year teacher education students?\",\"answer\":\"It measured students’ understanding of evidence strength for 14 instructional strategies, the importance of factors in instructional decision-making, and their intended frequency of using the strategies after graduation.\"},{\"question\":\"How did students weigh evidence compared with other influences?\",\"answer\":\"Empirical evidence was important, but personal preference and especially practicum experiences were considered more important in selecting instructional practices.\"},{\"question\":\"Did students’ judgments match the available evidence?\",\"answer\":\"Students were confident that they could judge the evidence base, tended to rate most strategies as effective, but their judgments did not correlate strongly with the available evidence.\"}]","Factors in Instructional Decision-Making, Ratings of Evidence and Intended Instructional Practices of Australian Final Year Teacher Education Students | PDF",1792077650]