From Theory to Action: Exploring Teachers' Experiences of a Knowledge Translation Initiative

• In Event: Bridging the Gap: Opportunities, Challenges, and Lessons From Five Knowledge Translation Initiatives

Abstract

Objectives
While the need for knowledge translation in education has been well established (Grimshaw et al., 2012) there has been considerably less empirical research on the impact of different knowledge translation approaches. This study investigates the work of a recently established brokerage organisation, which has a mission to bridge the gap between research and practice in education. It has three primary purposes:
1. To examine the application of a theoretical framework of knowledge translation in action
2. To examine the impact of translational activities on teachers
3. To explore the challenges and learning arising from this work

Theoretical Framework
Knowledge translation refers to the processes underpinning the integration of research into educational practice (MacMahon et al, 2019). It encompasses not only making research and evidence accessible and relevant to teachers but also supporting teachers in how to engage with and interrogate evidence and knowledge, how to assimilate and interpret it in their individual contexts, and how to navigate new knowledge, which may not fit with their current working theories and beliefs (Lysenko, et al.,2014). It further is impacted by philosophical and methodological challenges, as well as the different paradigmatic approaches of researchers and teachers (Hargraves, 1999).

Modes of Inquiry
This study utilises a problem-based methodology (Robinson, 1993). The methodology’s origins in the practice-theory divide, and the shared inquiry that brings together researchers, knowledge brokers and teachers, make it particularly appropriate. The study moves through three stages: the theory of a problem – the lack of research influencing the work of teachers; the theory of action being employed – the knowledge translation model adopted by the brokerage organisation; and the creation of a new set of standards to judge adequacy of solution – the activities on offer.

Evidence
Given the inductive, inquiry nature of the research, a qualitative approach was most appropriate (Cresswell, 2007). The study employed interviews, focus groups and observations of teachers to capture the multifaceted ways they were engaging with and utilising research evidence (Denzin, 1994). These data were combined with interviews with and field notes and document analysis from the brokerage organisation, and together provide multiple perspective of knowledge translation in action.

Conclusions
Initial findings emerging from the study suggest teachers need considerable support when engaging with research.
(1) Teachers need a theoretical foundation for understanding what research evidence is and its relevance to practice.
(2) It is not enough simply to make evidence easily accessible. It is essential to build the capacity of teachers to utilise research effectively.

Significance
This study addresses need for more empirical research on knowledge translation in education. In doing so it contributes to the a better theoretical understanding of how knowledge translation operates in education, including constraints and challenges. It further adds to practical understandings of the complexities involved in supporting teachers to more effectively engage with research.

Author

• Nina Hood, New Zealand