In the fitted model, teachers' knowledge and willingness to change predicted teaching practice, whereas professional beliefs did not significantly influence teaching practice¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r? · q3 · i0–i2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Changes in teaching practices were influenced by teachers' knowledge (β = 0.30) and willingness to change (β = 0.26) with small to moderate effect sizes. → Donath 2025 q3 i0 Teachers' professional beliefs did not significantly influence their teaching practice (β = 0.08). → Donath 2025 (2)

Evidence¶

Donath 2025¶

Donath, J. L., Lüke, T., Tran, U. S., Botes, E., & Goetz, T. (2025). The Transfer of Teacher Training to Inclusive Classroom Practice: A Meta-Analytic SEM Approach. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10081-9

q3 · i2 · quant-synthesis · r?

Path estimates from the main MASEM analysis of the Willingness-to-Change model. The article reports that "Changes in teaching practices were influenced with small to moderate effect sizes by teachers’ knowledge" and willingness to change, with standardized coefficients and 95% CIs as printed.

"Changes in teaching practices were influenced with small to moderate effect sizes by teachers’ knowledge (β = 0.30, 95% [0.15, 0.44]) and willingness to change (β = 0.26, 95% [0.06,.046])"

Donath 2025 (2)¶

Donath, J. L., Lüke, T., Tran, U. S., Botes, E., & Goetz, T. (2025). The Transfer of Teacher Training to Inclusive Classroom Practice: A Meta-Analytic SEM Approach. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10081-9

q3 · i0 · quant-synthesis · r?

Path estimate from the main MASEM analysis of the Willingness-to-Change model: the article reports that "Teachers’ professional beliefs did not significantly influence their teaching practice (β = 0.08, 95% [−0.09, 0.25])."

"Teachers’ professional beliefs did not significantly influence their teaching practice (β = 0.08, 95% [−0.09, 0.25])."

Discussion¶

Related Claims¶

• Knowledge-to-Practice, Reaction-to-Training, and Practice-to-Belief models were not well-suited to explain empirical transfer data, and Knowledge-Skills-Beliefs fit only in RCT/quasi-experimental subsets — related
• Teacher training for inclusive education had a large effect on teachers' knowledge and moderate effects on willingness to change, skills, and beliefs in the fitted Willingness-to-Change model — related
• AI knowledge and attitudes toward AI did not significantly predict teachers' AI integration ability — related
• Review reports that teachers' beliefs, attitudes and TPACK—not AI knowledge alone—mediate AI integration — reports the opposite