Using the theory of planned behaviour to predict pre-service teachers' preferences for scientific sources.

Background: Despite the growing emphasis on research-based teacher education and calls for evidence-informed practice, teachers tend to prefer experiential over scientific knowledge sources to inform their actions, justify decisions and analyse educational problems. This tendency already occurs as early as during initial teacher education, and it is possibly bolstered by school internships where mentors emphasise the value of practical over scientific knowledge.

Aims: The present study applied the theory of planned behaviour (TPB) to investigate under what conditions pre-service teachers intend to use and prefer scientific sources from educational research.

When preservice teachers' prior beliefs contradict evidence from educational research.

Background: Knowledge from educational research frequently contradicts preservice teachers' prior beliefs about educational topics. Such contradictions can seriously affect their attitudes towards educational research and can counteract efforts taken to establish teaching as a research-based profession.

Aims: Inspired by Munro's (2010, J.