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All Journal BAHAS JOURNAL OF APPLIED LINGUISTICS AND LITERATURE SALTeL Journal (Southeast Asia Language Teaching and Learning) JOLLT Journal of Languages and Language Teaching Register : Journal of English Language Teaching and Learning of FBS UNIMED Jurnal Pengabdian Mandiri Journal of Classrom Action Research JEELS (Journal of English Education and Linguistics Studies) Transform : Journal of English Language Teaching and Learning Genre Journal: Journal of Applied Linguistics of FBS UNIMED International Journal of Language, Education, and Literature (IJLEL)
Ariatna
Universitas Negeri Medan, Indonesia
Arts Humanities Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Transforming Research Evidence into Teaching Practices: Teacher Educators' Perspectives on Evidence-Based Teaching Sinaga, Dolli; Sibarani, Berlin; Siregar, Masitowarni; Ariatna; Husein, Rahmad
Journal of Classroom Action Research Vol. 4 No. 2 (2025): August, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v4i2.429

Abstract

This study investigates the perspectives of teacher educators at SMP Putri Cahaya Medan regarding the integration of evidence-based teaching (EBT) into their classroom practices. Amid growing emphasis on utilizing research to enhance education, the gap between educational theory and practical implementation remains a critical concern. Using a mixed-methods approach, including interviews, surveys, and classroom observations, this research explores teacher educators’ attitudes, challenges, and strategies related to EBT. Findings indicate that while educators generally value research-informed practices, they face significant barriers such as time constraints, limited access to research, and conflicts between personal teaching philosophies and empirical findings. However, factors such as institutional support, collaborative learning environments, and contextual adaptation of research findings were identified as key enablers. The study concludes that systemic support and professional development are essential to empower teacher educators in effectively translating research evidence into meaningful teaching practices, thereby bridging the gap between research and classroom application.
Co-Authors Anggraini Thesisia Saragih Arnita Arnita Asrifan, Andi Berlin Sibarani D. Trisha Laxmi Febyola, Wira Milenia Fitri Ayu Hasibuan, Maharani Amelia Indra Hartoyo Ita Khairani Jahrir, Andi Sahtiani Juli Rachmadani Lubis, Syafitri Sari R. Masitowarni Siregar Meisuri Meisuri Muhammad Tahir Najwa Ramadhani Pane Nazlah Syahaf Nasution Rahmad Husein Rika Rika, Rika Rita Hartati Rita Hartati Sinaga, Dolli Siti Aisyah Ginting Siti Aisyah Ginting Soongpankhao, Watcharaphong Yuni Khairina