Modelling evidence-based practice in initial teacher training: effects on teachers’ skills, knowledge and self-efficacy

Abstract Teacher training often incorporates observable examples of focal teaching practices – models. Yet there is currently little empirical evidence on the effects of modelling. We tested the effects of video models on trainees’ skills, knowledge, and self-efficacy in relation to using an evidence-based teaching technique: retrieval practice. We recruited 89 first-year trainee teachers, gave them a document containing evidence-based guidance on how to use retrieval practice and then collected pre-test data on how well they were able to do this in a classroom simulator scenario. Participants were then randomised them to one of three groups: an active control group in which they restudied the document (no model), a video model of effective practice, or a similar video model annotated with the underpinning theory. We then collected post-test data in a second simulator exercise. Exposure to video models improved participants’ use of retrieval practice methods relative to no model. However, adding the annotation to the models did not yield additional benefits. Models did not improve teachers’ knowledge or self-efficacy. Findings support the theory that incorporating models in initial teacher training can help new teachers make use of evidence-based teaching practices.