Steps Toward an Evidence-Informed Education in Catalan Schools: From Policy Makers' Intentions to Teachers' Practice

• In Event: Enablers and Barriers to Research-Informed Education: Exploring International Perspectives

Abstract

"Objectives/purposes: In this presentation, we will explore factors shaping the adoption of evidence-informed practice (EIP): an initiative recently encouraged in the Catalan educational system by both educational administration and private educational bodies.

Perspective(s): To address the study objective, we have explored various factors enabling teachers’ use of research evidence through the lens of different explanatory models of research utilization currently coexisting in the Catalan system. These are: the lineal model, the science push model, the demand-pull model, the dissemination model, and the interaction and social activity model (Landry et al., 2001, Best & Holmes, 2010, Brown, 2012). Factors such as: research dissemination and quality of the educational research, strategies used by different stakeholders, teachers’ research skills and attitudes, school organization cultures and dynamics were identified and discussed (Gorard, et al, 2020).

Methods, techniques, or modes of inquiry: We conducted semi-structured interviews (Valles, 2009), in an attempt to capture teachers’ opinions regarding their conceptions of EIP approach, and the perceived enablers and barriers of EIP uptake at school and system level.

Data sources, evidence, objects, or materials: Ten informants were selected following non-probabilistic convenience sampling (Patton, 2002), using four selection criteria: teachers from primary school level with more than ten years of teaching experience who are de¬veloping a leading role at their institutions and were engaged in the innovation process in their schools. The sample comprised three principals, three heads of studies, one secretary, and three teachers who were coordinating innovation processes in their schools.

Results and/or substantiated conclusions or warrants: Our findings show that the use of research in practice is influenced by teachers’ perspectives on research, as well as by their ability to understand research language, decode and make sense of research findings and adapt these to their class context. The organisational environment is key, while the creation of an ecosystem favourable to the use of evidence and ensuring the resources required to implement it. School leaders play central role since, they are identified as the main actors stimulating the teachers’ engagement with research at the organisational level and create the conditions to enable teachers to reflect on their practice and to promote staff training.

Scientific or scholarly significance: The study has several implications regarding the implementation of an EIP approach. Evidence use in the Catalan context is currently situated at a crossroad between the Science-push Model, as higher education institutions are attempting to influence the research agenda required for evidence-based policymaking. However, looking at the school level, we can find islands of the Social Activity Model. The engagement of teachers can be interpreted as relating to the attitude of school organisations and their members towards research, the political and organisational context likely to promote and favour research transfer and use, and the financial context needed to foster quality results. Supporting teachers’ involvement with research and creating opportunities for direct experience could strengthen teachers’ attitudes toward research and enhance its use in practice. "

Authors

• Georgeta Ion, Universitat Autònoma de Barcelona

• Cecilia Inés Suárez Rivarola, Universitat Autònoma de Barcelona

• Anna Diaz-Vicario, Universitat Autònoma de Barcelona