Understanding and Advancing Research Use Among Practitioners

• In Event: Teacher Learning, Pipelines, and Development in School/University/Community Partnerships

Abstract

Despite the extant understanding of how greater use of research could improve educational practice and bring about school effectiveness and improvement, there were few evidence of research use among Singaporean practitioners in their pedagogical practice. This paper casts our attention on firstly, understanding the characteristics of the two domains of knowledge - research knowledge and practitioners’ knowledge. Secondly, understanding how educational research can help ‘throw light’ on issues deems as critical for practice, but not offer complete solutions to practitioners’ problems. Finally,
this paper proposed the adoption of the theory of planned behavior (Azjen, 1991) as a plausible framework to examine the practitioners’ tacit and schematic beliefs and views on research use. (112 words)

Author

• Monica Woei Ling Ong, National Institute of Education - Nanyang Technological University